Leadership Inventory Revised 8/30/2013 1

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Leadership Inventory Revised 8/30/2013 2

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
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Regardless of your major, you can minor in Leadership Studies.
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Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits must be earned at URI.
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No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.
Leadership Inventory Revised 8/30/2013 3

CORE REQUIREMENTS- 9 Credits
Required Element
Introductory Course
3 credits
Class options
HDF 190: FLITE or
HDF 290: Modern Leadership Issues
Internship
3 credits
Capstone
3 credits
HDF 417: Leadership Internship or
Experience through Office of Experiential Learning & Community Engagement or
Internship Class in Academic Major
HDF 412: Historical, Multi-ethnic & Alternative Leadership or
COM 402: Leadership & Motivation or
BUS 441: Leadership Skills Development or
HPR 411/412: Honors Senior Seminar
Portfolio
1 credit
HDF 492: Leadership Minor Portfolio
Only offered in spring for first-year students
Notes
Offered Fall and Spring for sophomores & juniors
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship experience for graded credit
The only time the major and minor can overlap
Offered only in the fall with preference given to seniors
Offered in the spring and summer with Dr. Leatham
Offered in the fall and spring with Dr. Cooper
Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
* Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
Leadership Inventory Revised 8/30/2013 4

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
Lead Others
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4. Develop and Refine
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PROGRESS
3. Broaden Your Perspectives…
Understand others
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Leadership Inventory Revised 8/30/2013 5

In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences” column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes” column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to include in your Portfolio.
Leadership Inventory Revised 8/30/2013 6

Outcome
1. Student will demonstrate autonomy and a minimized need for approval
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290 Tour Guiding Demonstrating autonomy is a huge part of transitioning into college life and into adulthood. It’s incredibly important to be able to rely on yourself instead of others to get you through situations.
Transitioning into college was a major part of becoming autonomic and not having to gain anyone’s approval before doing something. I decided to go to URI even though my family is in New York. Going to school away from my friends and family pushed me to step outside of my comfort zone in order to balance work, extracurricular activities, and a job on campus. I am a tour guide at URI and this has forced me to be more responsible and autonomic. I hold myself to a standard and I am held to the standard of being one of the faces of URI. I keep my self on-track and on time for everything by using a planner and a calendar with color-coded sections. I found myself to be a huge schedule person once it was up to me to remember everything that I go through daily and monthly.
Evidence #1: a copy of a weekly schedule for tour guiding
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
5. Student will demonstrate the ability to manage stress
Certification class Work- Lifeguarding Over the summer, I took a certification class to be certified as a lifeguard through Ellis &
Associates. In addition to the physical test, I had to take an online lifeguard course that taught me the basics of lifeguarding, CPR, first aid, and how to handle stress. Through this course, I learned that being a lifeguard, I am never alone. The online course explained the whistle codes lifeguards have.
There are five different whistle types that can signal for help when needed. One short whistle gets a swimmers attention, two short whistles gets another lifeguards attention, three short whistles call to a supervisor to come and see what you need, one long whistle indicates you’re making a save and need backup, and two long whistles indicates a major emergency. These whistle codes help lifeguards deal with stress. Lifeguarding can be an extremely stressful job because quite often, you find yourself in situations where you need to make a judgment call on jumping in to save a guest or not. The online course explains that to deal with these high-stress situations, you need to always go if you don’t know just to be safe and use your whistle codes. Using these two rules, you can manage any stressful situation while being a lifeguard.
Evidence #5: Ellis & Associates Online Course Completion
6. Student will express a personal code of leadership / membership ethics
7. Student will demonstrate practice of the personal code of ethics
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 (followthrough)
Civic Action in the
Community
In my senior year of high school, I decided to take a class about leadership in the community called “Civic Action in the Community”. For this class, each student was required to come up with their own event or project to plan and execute in the community. For my project, I decided to plan a “Seniors
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11. Student will describe goals and objective statements regarding personal issues, career issues, and community issues
CSV 302 URI 101 Mentor
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
14. Student will show application of Maslow’s theory to own life
CSV 302 URI 101 Mentor for Seniors Day”. I brought 13 high school seniors to a local retirement home and paired them up with around 20 senior citizens. Together, they travelled around the world together by moving from table to table that represents a different country and a childhood game that originated there. Once the pair played the game, the senior citizen got to stamp their passport that I made signifying traveling to that country. Since I was doing this all on my own, I had to plan the event from start to finish. I began by brainstorming my top three event ideas. After choosing the project, I contacted Arbor Ridge, the retirement home I wanted to pair with. I set up a meeting with the lifestyle coordinator at Arbor Ridge,
Megan Smith. After meeting with Megan, I worked closely with her to book the room in the building and have her promote the event for the residents to sign up. Other than that, I did everything else. I researched online to find games from 10 different countries, made the games for each table, provided directions for each game and a brief paragraph on the origin of the game, paired everyone up, created color coded nametags, created a “passport” for each resident, created the stamps for the passports and organized refreshments at the event. The day of the event, I checked everyone in, made sure the pairings found each other, and kept track of time to indicate when it was time to have everyone move on to a different table. Throughout the event, I helped wherever people needed clarification on the games and played whenever I could! All in all, the event went well and we had a bigger turnout than I was expecting which was great. I got to make a difference in someone’s life and that was worth all the planning.
Evidence #10: Senior for Senior flyer
This semester (fall 2014) I was a URI 101 mentor for an undecided class. In addition to coteaching URI 101 with a faculty member, I had to take a class that corresponded with being a mentor:
CSV 302. In this class, I had to come up with two goals for being a mentor (one academic goal and one social goal). My academic goal was to educate students on how to plan their time in order to have time for academics and social activities, such as clubs, Greek life, or sports teams; my social goal was to show my students how to get involved and how important it is to find a smaller community at URI with something you enjoy. I felt that these two goals were crucial for students to learn as they are transitioning from high school to college. Personally, I am heavily involved on campus and being able to connect to people who enjoy the same things that I do helped being away from home. It gave me something to look forward to. At first, I had an issue planning my time to fit everything into my schedule, but I was able to learn and manage my time better. I wanted to be able to help my students figure it out, based on my experiences.
Evidence #11: CSV 302 Learning Contract
Since I had two goals for being a URI 101 mentor (one academic and one social goal). I decided to plan a lesson around my goals and teach my students what I wanted them to know. I first addressed my social goal about getting students involved on campus. I started by going through a PowerPoint I made on the benefits of getting involved on campus and three easy steps to do so. At the end of my presentation, I handed out a small sheet that listed what I went over in the PowerPoint and had a discussion with the class and answered any questions they may have. Following that, I moved into my academic goal. For this goal, I created a handout that talks about the Academic Enhancement Center and what it has to offer. I went step-by-step through each resource and why it would be beneficial for my students to use it. Throughout my lesson, I made sure to ask students questions to stay engaged.
Hopefully, my lesson helped my students and they can use it to their advantage.
Evidence #12: Involvement handout, resources handout
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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 290 URI 101 Mentor At the beginning of the semester for the HDF 290 leadership retreat, I had to take the
StrengthsQuest survey. My top five strengths were discipline, futuristic, developer, positivity, and achiever. Discipline means that I need life to be ordered, planned, and predictable. I like structure in my life. Futuristic means that the future fascinates me and thinking about the future pushes me forward; thinking forward energizes me when things are stressful in the present. Developer means that I always see the potential in others. I typically try to help others experience success. Positivity means that I am typically smiling, generous with giving people praise, and I’m always looking for the silver lining in a negative situation. Finally, achiever means that I strive to achieve something by the end of the day; accomplishment is my drive. These five strengths describe my personal style or leadership style perfectly. This semester (fall 2014), I was a URI 101 mentor and I realized that my five descriptors from
StrengthsQuest shined throughout my semester co-teaching. I found myself planning each lesson on a set schedule (discipline), looking towards the greater goal of influencing new students in the long run
(futuristic), seeing the potential of my students and all that they can achieve when applying themselves here (developer), being positive with whatever problems the students may have (positivity), and setting weekly goals for myself as a mentor (achiever). I found that my StrengthsQuest results directly correlated in my peer mentoring experience this semester.
Evidence #15: StrengthsQuest results
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
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)
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290
HDF 290 Work- Lifeguarding
For my leadership theory, I researched Authority and Bureaucracy by Max Weber. Max Weber is a notable German sociologist, political economist, and scholar, who contributed to the study of bureaucracy, administrative discourses, and literature during the mid-1800s and early 1900s.
Bureaucracy is a system of government where the state officials make most of the important decisions.
According to Weber, there are six principles of bureaucracy. 1) A formal hierarchical structure where each level controls the level below it and is controlled by the level above it; 2) management by rules: controlling things by rules allows decisions made at high levels to be executed consistently by all lower levels; 3) organization by functional specialty: specialists should do work and people are organized into units based on the type of work they do; 4) a n “up focused” or “in focused” mission : an “upfocused” mission is when the organization’s purpose is to serve whoever empowered it and an “infocused” mission is to serve the organization itself; 5) purposely impersonal: the idea is to treat all employees and customers equally without being influenced by individual differences; 6) employment
based on technical qualifications. In addition to bureaucracy, there are three types of authority according to Weber. The first is rational legal authority. This is a form of leadership in which authority is largely tied to legal rationality, legal legitimacy, and bureaucracy. The second is traditional authority, which refers to a form of leadership in which authority derives from tradition or custom. The third and last type is charismatic authority. Charismatic authority is power legitimized by a leader’s exceptional personal qualities, which inspire loyalty and obedience from followers.
Evidence #18: Authority and Bureaucracy handout
Reference: Three references on handout
I learned about Authority and Bureaucracy in HDF 290, but this theory can be applied through being a lifeguard at an amusement park, SplashDown Beach. Working at SplashDown Beach, all
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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
HDF 290
23. Student will describe personal application of the above theory (Drucker)
employment is based on qualifications because the lifeguards need to pass CPR training and a certification course. In addition, it is purposely impersonal because all employees are treated equally, without personal biases interfering. Once an employee is hired, they must read and sign an employee handbook that lists all the rules and regulations. This is an example of management by rules; if there was ever a situation where an employee needs to be terminated because s/he broke the rules, the handbook would assure that the employee knows what needs to happen and the proper decisions made at higher levels are to be followed through in lower levels. In addition, there is a formal
hierarchical structure that is organized by functional specialty. Each member of the hierarchical structure is placed there because he/she has the proper skills and training to be successful at that position. At the top, there is a managerial boss, Kirk. He is an adult who hires, trains, pays, and oversees everyone below him. Under Kirk, there are three supervisors: Brittany, Colleen, and Frank.
The supervisors help train and oversee those below them, but they have to abide by the rules that Kirk sets. Under the supervisors are lead lifeguards. The lead lifeguards oversee the lifeguards below them, but the supervisors and Kirk control them. Finally, at the bottom of the structure, there are regular lifeguards. The lifeguards must listen to everyone above them. This is an example of a hierarchal structure. In the photo evidence attached, you can see the hierarchical structure based on what each employee is wearing. The managerial boss is in a white polo with khaki shorts, the supervisors are in a blue polo and khaki shorts, the leads are in blue t-shirts with lifeguard shorts, and the regular lifeguards are in a white tank top with red lifeguard shorts. SplashDown Beach is an example of an “in -focused mission”.
The purpose of the organization is to serve itself rather than the company or person that empowered it.
Additionally, SplashDown Beach is an example of rational legal authority. Power gets transferred according to a set of rules. For example, if a lifeguard wants to become a lead lifeguard, s/he would have to complete a series of tasks that prove s/he can be promoted and given more power. Working for a company like SplashDown Beach, you see Weber’s Authority and Bureaucracy theory.
Evidence #19: End of the season photo
A leadership theory that was discussed in HDF 290 was Management by Objectives (MBO) by
Peter Drucker. Drucker developed MBO because he believed in effectiveness opposed to efficiency.
MBO aims to generate success and productivity by setting objectives agreed upon by managers and their employees. This theory was intended to facilitate more effective communication and disband some hierarchies within the company. In MBO, goals are expected to be S.M.A.R.T. This stands for
specific, measurable, achievable, realistic, and time bound. In addition to having S.M.A.R.T. goals,
MBO theory follows a five-step process. The first step is set organizational objectives and to then cascade objectives to employees. The managers must identify their goals and relay them to their employees. Next, the managers must monitor and evaluate performance of the employees. Finally, adequate performance is rewarded. MBO allows for better relationships of between the managers and employees and allows for more effective communication among the company.
Evidence #22: Screenshot of source
Reference:
Thomson, T. (1998, January 1). Management by Objectives. Retrieved December 2, 2014, from
http://home.snu.edu/~jsmith/library/body/v20.pdf
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24. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
HDF 290
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
HDF 290
27. Student will describe personal application of the above theory (Greenleaf)
HDF 290 Work- Tour Guide Trainer
In HDF, Theory X and Theory Y was discussed. Douglas McGregor, an American psychologist, proposed Theory X and Theory Y in his 1960 book, The Human Side of Enterprise. McGregor created these two theories in order to take a deeper look into two management or leadership styles. Theory X assumes that employees are unmotivated and dislike working. Therefore, employees must be controlled in each step through an authoritarian style management. On the contrary, Theory Y allows a more participative style of management. This theory assumes that workers take responsibility seriously and do not need direction or controlling because they are independent.
Evidence #24: Screenshot of website
Reference:
Douglas McGregor - Theory X Y. (n.d.). Retrieved December 2, 2014, from
http://www.businessballs.com/mcgregor.htm
A leadership theory that was discussed in HDF 290 was Servant Leadership by Robert Greenleaf.
Servant leadership is the set of principles that better the lives of individuals and builds stronger organizations. It is the ability to help, serve, and lead by focusing on the growth of the people they are working with. Servant leadership has 10 main principles. They are as followed: 1) listening, 2) empathy,
3) healing, 4) awareness, 5) persuasion, 6) conceptualization, 7) foresight, 8) stewardship, 9) commitment, and 10) building community. Servant leaders listen to the opinion of others and strive to empathize with them. They take time to heal because healing is a powerful force of transformation and they search for wholeness in order to help others. Servant leaders have general awareness and awareness of self. They rely on persuasion instead of authority and seek to dream big (they focus on the future, instead of focusing on each day). In addition to focusing on the future, servant leaders understand lessons from the past, are okay with the present, and understand that decisions they make will affect the future. Servant leaders believe that every person plays a role of trust in the organization and they believe in others more than themselves at times. Finally, these leaders look to build a closeknit relationship with the community and other organizations.
Evidence #26: Screenshot of source
Reference:
Ten Principles of Servant Leadership. (n.d.). Retrieved December 2, 2014, from
http://www.butler.edu/volunteer/resources/principles-of-servant-leadership/
In HDF 290, I learned about the Servant Leadership Theory by Robert Greenleaf. For me, servant leadership stems from a desire to help people and I apply this theory being a Tour Guide Trainer. This semester (fall 2014), I was accepted as being a trainer for the new tour guides that are hired. I am responsible for leading and training a team of 3-4 new tour guides, along with 6-7 returning tour guides.
In order to receive this position, the candidates went through a series of interviews in order to select the training team. In these interviews, I was asked a number of questions that apply to being a servant leader and following the 10 main principles of the theory. One of the exercises that I was told to do was listen to a hypothetical situation as a trainer and respond accordingly. This exercise allowed me to
listen to the problem and the interviewer; responding in a trainer position allowed me to exhibit
empathy towards training a new member. Being a trainer, you must be aware of the problems within your team and give criticism in a way that will help improve the team member’s tours and will help them grow as a member of the tour guide team; you must be able to heal and give the member’s time to heal after these criticisms in order to grow. Instead of using my authority, I use persuasion to get across to my team members in order to teach them a lesson or give them advice on tours. I have
foresight and conceptualization by having a goal for my team and what they should be accomplishing in the future; however, I understand that failures in the past can help the future. Being a trainer is a great responsibility allowing me to demonstrate stewardship. With this responsibility, I have a commitment to my team and most importantly, I strive to build a community. It’s important to act as
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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
HDF 290
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
HDF 290 a team and have trust between all members.
Evidence for #27: Tour Guide Trainer email
A leadership theory that was discussed in HDF 290 was Visionary Leadership by Shashkin. In visionary leadership, there are three lenses: diagnostic, innovation, and unseen lens. Diagnostic lens means that leaders recognize the current position of their organization and they need to know what has or hasn’t worked in the past for the organization. Innovation lens means that leaders think outside the box and unseen lens means that leaders must lead their team down an unknown path.
Transformational leaders change the basic cultural and political systems to create something new.
They require self-confidence and must know how to use influence to accomplish goals that benefit not only themselves, but also others. Transformational leaders accomplish goals by challenging and transforming individuals’ emotions, values, standards, ethics, and goals through visionary leadership.
There are four important types of behaviors shown by transformational leaders. They are highly charismatic; they provide a vision, encourage followers to think independently, and recognize their followers and act as mentors to them. The most crucial element of a transformational leader is the communication he/she provides.
Evidence #32: Screenshot of source
Reference:
The Leadership Challenge — A Call for the Transformational Leader. (n.d.). Retrieved December 2,
2014, from http://sloanreview.mit.edu/article/the-leadership-challenge-a-call-for-the-
transformational-leader/
In HDF 290, Individuals in Organizations was discussed. Chris Argyris developed this leadership theory to explain how organizations and the individuals in the organization manage their problems effectively by using challenging assumption and deeper thinking. There are two methods to this theory, single loop learning and double loop learning, and three elements, governing variables, action strategies, and consequences. Single loop learning is a method where an individual finds a strategy to solve a problem and then acts on that strategy. Single loop learning allows the individual to observe the results, process feedback, and take action. Double loop learning is a method that allows the individuals in the organization to find a strategy, take action, get results, and then re-evaluate the governing variable and take action again to solve the problem. Double loop learning goes more into the depth of the situation.
Evidence #34: Screenshot on source
Reference:
Smith, M. (2001). Chris Argyris: Theories of Action, Double-Loop Learning and Organizational
Learning. Retrieved December 2, 2014, from http://infed.org/mobi/chris-argyris-theories-of-action-
double-loop-learning-and-organizational-learning/
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35. 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
HDF 290
41. Student will describe personal application of the above theory (Komives et al)
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
Another theory that we went over in HDF 290 was the “4 V’s” of ethical leadership by Dr. Bill
Grace. Grace created this theory based on faith and ethics. Ethical leadership is knowing your values and living them in all aspects of your life to service the common good. The 4 V model aligns beliefs and values with behaviors in order to advance the common good. The 4 V’s are values, vision, voice, and virtue. Ethical leadership starts with understanding and committing to an individual’s core values.
Vision and voice go hand in hand; this is when an individual voices his/her vision to others in a convincing way that motivates them into action. Virtue is striving and participating to do what is right and good; we nourish behaviors that develop the character of virtue. In order to be an ethical leader who follows the 4 V’s, an individual must be able to identify their values, carry out their vision to service others and advance towards a common good.
Evidence #36: Screenshot on source
Reference:
Ethical Leadership. (n.d.). Retrieved December 2, 2014, from
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership
In HDF 290, relational leadership by Komives, McMahon, and Lucas was discussed. This model uses values and talents of each individual to make group decisions for the greater good. There are five primary components of relational leadership: inclusive, empowering, purposeful, ethical, and processorientated. Being inclusive means that the leader is being positive that everyone is heard and their ideas are included; some adjectives of a leader demonstrating inclusiveness are being fair, understanding, being a good listener and engaging the group. Being empowering means that the leader is an inspiration to the group. They promote self-esteem, encourage everyone to offer information, and push others to their maximum capacity. Being purposeful means that the leader is committed, encourages collaboration, and explains the group mission. They know the path they are trying to take, are positive, and create goals in order to have a purpose for everything. Being ethical means that the leader contains values that are overall for the common good. Leaders are responsible, are a role model, and have trustworthy group members. Finally, being process-oriented means that the leader is focused on group structure, success, and purpose. They are aware of the group interaction and the impact it has on the group’s work.
Evidence #40: Picture of the book cover of source
Reference:
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students That Want to
Make a Difference. San Francisco: Jossey-Bass. (68-72).
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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 290
47. Student will describe personal application of the above theory (Astin et al)
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
The “Social Change Model of Leadership Development” by Astin was discussed in HDF 290. This theory provides for leaders who may not hold traditional leadership roles, but want to make positive change. This theory examines leadership development in three different values known as individual values, group values, and community or society values. Under group values there is collaboration, common purpose, and controversy with civility; under individual values there are consciousness of self, congruence, and commitment, and under society/community values, there is citizenship. Collaboration means working with others while sharing the responsibility, authority and accountability. Common purpose is having the same shared values and goals. Controversy with civility means that leaders recognize that viewpoint differences are inevitable and that those differences must be aired with respect. Consciousness of self means that you are aware of your beliefs, values, and attitudes.
Congruence means that you act in a way that is consistent with your values and beliefs, and commitment means that you have the energy to serve the group and its goals. Finally, there’s citizenship, meaning that the leader believes in a process where an individual and/or group became connected to the community and to society through an activity. Together these make up the 7 C’s of leadership. Change, sometimes referred to as the eighth C, is considered to be the hub of the social change model. It’s important to believe in the importance of making a better society and world for yourself and others through change.
Evidence #46: Screenshot of source
Reference:
Wagner, W. (n.d.). The Social Change Model of Leadership: A Brief Overview. Retrieved December 2,
2014, from
http://web.trinity.edu/Documents/student_affairs_docs/Assessments/Social%20Change%20Model
%20of%20Leadership%20-%20A%20Brief%20Overview%20(Wagner).pdf
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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 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)
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Outcome
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
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
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
83. Student will create a personal code of
Target class Additional Experiences Descriptive notes regarding learning and practice
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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
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
Target class Additional Experiences Descriptive notes regarding learning and practice
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98. Student will describe examples of leadership in crisis situations
Outcome
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.
Target class
105. Student will demonstrate knowledge of facilitation and de-briefing techniques
CSV 302
Additional Experiences Descriptive notes regarding learning and practice
Work- Tour Guide Trainer
URI 101 Mentor
Giving and accepting feedback is important to grow in any aspect of your life. As a tour guide trainer, I am responsible for giving feedback to the members on my team that I am training. I give both positive and negative feedback to help individual’s improve their tours, whether that be on a fact, a way of wording a program, or ways to memorize figures. Overall as a team, we receive an email from our coordinators stating positive feedback that families and prospective students leave after filling out an evaluation form on the tour that they just received. We try to focus on the positive comments, rather than the negative comments, and as a way of appreciation, the coordinators send out a weekly email stating some. As evidence, I have attached the positive comments I received that week.
Evidence #104: Tour guide positive feedback
In CSV 302, we were given a packet filled with important tips and lessons to focus on as a peer mentor. In this packet, there’s an article that talks about facilitating group discussions. These tips include asking open-ended questions, asking focused questions, or asking conditionally phrased questions. It also talks about asking for a non-verbal response instead of a verbal one depending on the activity and what the class dynamics are. I used these tips constantly throughout the semester, but
I especially used them while executing my learning contract outcomes. I facilitated a lesson on getting involved on campus and adjusting to academic life in college, as mentioned in learning outcomes #11 and #12. Once I gave the lesson on these topics, I made sure to follow up with de-briefing questions to enforce the lesson. For example, after I talked about the writing center and all of it’s resources, I finished with de-briefing questions, such as “Who has been to the writing center? How was your tutor?
Did you find it helpful?” in order to keep students engaged. I ended the conversation by stressing the importance of the lesson that I facilitated and why it can be applied to their life as a freshman.
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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
WOWW
Work- Tour Guiding
Evidence #105: Copy of the handbook for URI 101 Mentors
One of the extracurricular activities I am a part of is WOWW (We’re Offering Women Wisdom).
WOWW is a freshman mentoring program for women where freshmen are paired up with upperclassmen who are their mentors throughout their college career. I joined WOWW last year as a freshman and I was lucky enough to be voted onto the executive board as historian this year. It is my job to take pictures of meetings, keep the social media pages up to date, and organize all member information. Since I am on the executive board, the board has a weekly meeting to talk about future meetings and plan agendas for them. We collaborate as a team; there are about eleven executive members that work together to plan meetings. During our weekly meetings, we brainstorm ideas for upcoming meetings and start to plan the logistics of them all. The evidence provided is one of our calendars for September and our meeting ideas for this semester and next semester. Since I am historian, I am in charge of the alumni weekend coming up in the spring. It’s important for my chair and the alumni relations chair to work together in order to plan a meeting around the alumni coming back and honoring a member who tragically passed away in a car accident shortly after graduating from
URI.
Evidence #110: WOWW calendar and meeting ideas
As a tour guide, you learn not only about the school and its facts, but you also learn about how to handle yourself in a sticky situation. Sometimes on tours, there are families or parents that give you a hard time with the questions they ask. They can ask questions that talk about URI’s negative reputation, Greek life, alcohol consumption or drugs on campus, housing complaints and any where in between. As a representative of the University, it’s my job to deflect these questions and represent URI in a positive light. As a part of training, there is a section in our manual that have possible situations or questions you may be asked that are tricky to answer and an appropriate answer is listed. There are a few techniques that you can use in a situation like that. One technique is to redirect the question. For example, if someone asks if URI is a party school, you should deflect to talk about the clubs we have on campus and the activities we have going on throughout the weekends. Another technique we can use is to refer to humor and make a joke out of a situation. For example, if someone screams something inappropriate at your tour, you should apologize and say something along the lines of,
“obviously maturity isn’t included in the application process”. A third technique is to act like you’re confused by the question and move on to the next talking point on tour. Finally, if a parent is too persistent, you can say that you do not feel comfortable answering their question. Not everyone on tour will love the school and some of those people make working with them and showing them the school difficult, however, thanks to our training coordinator and the manual, every tour guide (including myself) is prepared for these situations.
Evidence #112: Copy of the tour guide manual
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difficult people
114. Student will show knowledge of the stages of group development (Tuckman, Bennis or others)
HDF 290
115. Student will describe 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
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
HDF 290
In HDF 290, group development by Bruce Tuckman was discussed. Tuckman is a psychologist who is known for conducting research on group development and group dynamics. He originally created stages in 1964, but then added a new step in the 1970’s.The first stage is forming. Forming is where a group gets to know each other and gets to know what to expect. Stage two is storming; in this step, the group can identify their differences, gain skills in communication, and identify resources. The third step is norming. Norming is the stage where members agree on their roles and the process of problem solving. Decisions are made through consensus building and negotiations in this step. Finally, the fourth step is performing. This stage is where the group can achieve effective results, find solutions to problems, and work collaboratively. The members care about one another and establish a unique identify while working independently.
Evidence #114:
Reference:
Tuckman Forming Storming Norming Performing Model. (n.d.). Retrieved December 2, 2014, from
http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm
In HDF 290, I was in a group that researched public speaking. We researched two different types of pubic speaking, informative and persuasive. Informative public speaking is used to provide useful, unique, and interesting information to your audience. There are four types of informative speeches, such as objects, processes, events, and concepts. Object is where you describe something tangible.
Process is a series of actions that leads to a specific result, such as explaining or describing something. Event is when you describe an occurrence, such as a historical event. Finally, concepts are when you convey information to the audience. There is also persuasive public speaking, which is used to convince the audience of a certain view based on the information you give them. There are three persuasive techniques known as ethos, logos, and pathos. Ethos is when the speaker appeals to the audience’s ethics, logos is when the speaker appeals to the audience’s logic, and pathos is when the speaker appeals to the audience’s emotions.
Evidence #122: Public Speaking handout
References:
3 Ways To Persuade Your Audience - Big Fish Presentations. (n.d.). Big Fish Presentations.
Retrieved
September 9, 2014, from http://bigfishpresentations.com/2013/06/27/3-ways-to-persuade-your-
audience/#close
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123. Student will demonstrate proficiency in informative and persuasive public speaking
HDF 290 Work- Tour Guiding
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
HDF 290
Why Is Public Speaking Important? - Writing Commons. (n.d.). Why Is Public Speaking Important? –
Writing Commons.
Retrieved September 9, 2014, from http://writingcommons.org/opentext/genres/public-speaking/844-why-is-public-speaking-important
In HDF 290, a couple classmates and I researched informative and persuasive public speaking; I applied both kinds of public speaking in my interview for tour guiding. Last year, when I applied to be a tour guide, the second round interview consisted of a 2-3 minute presentation. The prompt was to talk about something you are passionate about or teach the audience something. I decided to present on giving back to the community. I began the presentation with informative public speaking. I spoke for the majority of the time informing the audience of why I am passionate about giving back and how I give back to the community. After I finished informing the audience of this, I switched to persuasive public speaking. My last slide in my presentation related giving back to the community to becoming a tour guide. I used logos as my persuasive technique because I was appealing to the audience’s logic. I went through my presentation in a way where it made logical sense that giving back to the community would help me become an effective URI tour guide. This presentation allowed me to demonstrate both informative and persuasive public speaking.
Evidence #123: Screenshot of my Prezi
In the small business leaders unit in the HDF 290, the class had to pick someone who is a small business owner, interview him/her, and then write a paper on the interview. I reached out to my horseback-riding instructor, Erica Albrecht, from LaGrangeville, NY. After contacting her and setting up an interview time, I created a list of questions to guide the interview and discussion. I typed them out on a piece of paper and organized them in a way that would let the interview flow smoothly. I started with her background information and then moved into talking about the business. In regards to actually conducting the interview, I arrived on time and I came prepared with my questions. Before starting with the interview, I read her a paragraph explaining what her answers will be used for and then I ended the interview, thanking her for her time. Coming prepared and on time made the interview flow smoothly and professionally.
Evidence #125: Questions and notes from interview
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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
CSV 302
WOWW
URI 101 Mentor
141. Student will describe personal examples of mentoring and being mentored
CSV 302 URI 101 Mentor
WOWW
As a sophomore and a member of the executive board of WOWW, it is important to form relationships with the younger members and the members that are older than me. One of the ways I do this is by collecting forms for the “not-so-little black book”. This book is a binder that is comprised of information from every girl that has ever been a member of WOWW. This book is an important way for girls to feel connected to the members before them and the members after them. I try to connect with every member by making sure I have each person’s information for this book. I never want to leave anyone out or make anyone feel unimportant, so I make it a point to reach out and contact girls to be sure I have all the information I need. The information on these forms allows me to get to know the members more in order to feature them on the club’s Instagram account. Another responsibility of my position is to keep the social media accounts up-to-date. This year, I started an Instagram account and every week, I pick a #wcw or “woman crush Wednesday” to feature a member of the week! I find that these small recognitions help brighten someone’s day and help the members feel connected to each other and form bonds with myself and the other executive board members or leaders in the group.
Evidence #135: Instagram screenshot
In CSV 302, I learned many different techniques for effective mentoring. At the beginning of the semester, I was given a handbook that talks about different tips for being a good mentor. During the first meeting, mentors should learn about the students’ background, interests, and goals in order to build on it to guide conversations in future classes. The first tip listed is to show up to the classroom early to start conversations with students and stay after the class to see if students need any questions answered. The next tip is to invite students to get together outside of the classroom in places like the library. The following tip is to send out reminders, such as reminder emails, that way students will remember their commitment. After listing these tips, the handbook moves into communicating effectively with students. Having effective communication can be a problem for the mentoring relationship. It’s important to communicate regularly, personalize communications, and make sure that the students know that the conversation is confidential. Once there’s effective communication, any additional problems with mentoring can be solved.
Evidence #140: Page 30 of the handbook for URI 101 mentors
This semester (fall 2014), I was a URI 101 mentor for an undecided class. I worked with my partnering instructor, Josh Caulkins, to aid students in their transition from high school to college. We worked weekly to come up with a lesson plan that revolved around a particular lesson. Some lessons we planned were focused on student’s finding a major, study tips, how to get involved on campus, preparing for their advising meeting, and dissecting their TypeFocus personality assessment. Some weeks Josh would lead the lesson, but others I would lead. I specifically led the class in three lessons: academic adjustment on time management, how to get involved on campus, and how to pick classes
Leadership Inventory Revised 8/30/2013 22

142. Student will describe principles of effective peer leadership, as well as problems particular to peer leadership
CSV 302 URI 101 Mentor
143. Student will describe personal examples related to being a peer leader and being led by peers
CSV 302 URI 101 Mentor
Work- Tour guiding
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) and plan a meeting with your advisor. These three were lessons that are important to me because they were what I had the most trouble with my freshman year. I tried to guide my students in areas where they needed help and answered any questions along the way of various personal problems that may have happened.
In addition to being a mentor for a URI 101 class, I am a mentor for WOWW. I guide two freshmen women, just like I have an older mentor that helped me with my transition into college last year. My mentor, Abby, is a senior elementary education and English double major. She is someone that I can turn to no matter what my problem is, whether it is emotional, personal, or academic. I hope to form that same peer mentor bond with my mentees in WOWW and my URI 101 class.
Evidence #141: URI 101 syllabus
Being a URI 101 mentor this semester had its rewards and its challenges. One of the major challenges I faced was how to be an effective peer leader. I found myself trying to be professional and respected in the classroom, but I wanted my students to know that I’m there for them outside of the classroom as well. I wanted to stress that I am their peer and I’ve been through exactly what they’re going through, but at the same time I needed to have respect in the relationship because I worked closely with their official instructor. In order to form this bond, I tried to set the tone where they knew they could come to me if they needed to. Before class started, I sent out a welcome email to reach out to the students to offer any help or advice. I also set office hours in the library for the students who wanted to talk to me privately outside of class and I gave out my cell phone number if they ever had a quick question. In addition to these, I talked to almost every student outside of class, whether it was before or after class or around campus. Although it was a challenge to set an overall tone of being an effective leader, but also being their peer, I did my best and got my point across.
Evidence #142: Screenshot of my welcome email
This semester (fall 2014), I was a URI 101 mentor for an undecided class section and I got to peer lead freshmen students. I had to take CSV 302 to learn about being a peer leader and the issues that students face transitioning from high school to college. One of the lessons we learned in CSV 302 was to set the tone of the classroom early on in order to establish the kind of relationship you wanted with your students. On the first day of class, I introduced myself and stressed to the class that I was in their shoes exactly one year ago, since I am now a sophomore. I wanted the students to know I was here for them in any and every aspect that they needed me. During my time in URI 101 as a freshman, I relied on my peer mentor, Isabel. She was an upperclassman with the same major as myself, so I asked her tons of questions about professors, picking classes and her recommendations for academics. I also relied on her for help outside the classroom. Isabel is a URI tour guide and at the time, I wanted to be a tour guide too. I talked to her about the job after class one day and when the applications became available, I messaged her on Facebook asking for the link. Isabel was extremely helpful and helped direct me to the link to sign up for an interview. She even recommended me to the tour guide executive board that was in charge of interviewing and selecting applicants to become tour guides. Thanks to
Isabel, I was extremely excited, applied, and received the job. It’s one of the best experiences I have on campus, and I have my URI 101 mentor to thank for that. I hope I influenced my students in a way like Isabel influenced my experience here.
Evidence #143: Facebook message screenshot
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