1. HDF 190: FIRST YEAR LEADERS INSPIRED TO EXCELLENCE LEADERSHIP PORTFOLIO Erin Bohan SPRING 2012 ebohan@my.uri.edu

2. TABLE OF CONTENTS Strengths SLIDE #3 Opening Statement SLIDE #4 Section 1: Self Leadership SLIDE #5 Section 2: Leadership Theories SLIDE #6 Section 3: Inclusive Leadership SLIDE #7 Section 4: Critical Thinking SLIDE #8 Section 5: Interpersonal/Organizational Leadership SLIDE #9 TABLE OF CONTENTS Strengths SLIDE #3 Opening Statement SLIDE #4 Section 1: Self Leadership SLIDE #5 Section 2: Leadership Theories SLIDE #6 Section 3: Inclusive Leadership SLIDE #7 Section 4: Critical Thinking SLIDE #8 Section 5: Interpersonal/Organizational Leadership SLIDE #9

3. Signature Strengths Communication Empathy Woo Activator Adaptability Values in Action Strengths Capacity to love & be loved Gratitude Honesty, authenticity & genuineness Perspective (wisdom) Social Intelligence

4. OPENING STATEMENT Before I took FLITE, I thought I would learn the way to be the perfect leader. Now that I have finished this course, I have learned there are many different ways to be a leader. Leadership is not about molding yourself to be a specific type of person; it is about acknowledging and enhancing the strengths you possess and using them to guide others.

5. SECTION 1: SELF LEADERSHIP #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.) Target Class: HDF 190 Additional Experiences: Leadership Institute, URI 101 Descriptive notes regarding learning and practice: In FLITE, we took two questionnaires: The StrengthsQuest and the VIA. I learned that my top strength is Communication. This allows me to lead a group effectively by getting my message and goal across relatively easily. My second strength is empathy. This enables me to understand why and how people are who they are. It allows me to interact with them and put myself in their shoes, without necessarily having sympathy for them. My third strength, Woo, shows that I can pump-up my group and make everyone excited to be involved. As an activator, I can put ideas into action and can use my adaptability to stay on track even when things don’t go as planned. The VIA test showed me that my exceptional strength in this case was the Capacity to Love and Be Loved. This shows that I value respect and emotion while being a strong leader at the same time. The MBTI test that I took in URI 101 showed that I am an extrovert and I see this in my every day life through my outgoing and “leader-like” personality.

6. SECTION 2: Leadership Theory and Models #34: Students will demonstrate knowledge of the “4 V’s” theory of leadership by Grace (Center for Ethical Leadership) Target Class: HDF 190 Additional Experience: Life, Leadership Institute, Goals, Shepherd Program in high school Descriptive notes regarding learning and practice: In FLITE we learned and studied the 4-V model of Ethical Leadership. The 4 V’s stand for Values (an understanding and commitment to our individual core values), Vision (the ability to frame our actions within a real picture of what ought to be), Voice (articulating and communicating our vision to others in a convincing and motivating way), and Virtue (striving to do what is right because we are what we practice). The 4 V’s are all connected. Service connects Vision to Values. Polis connects Voice to Vision, and Renewal connects Values to Voice.

7. SECTION 3: Inclusive Leadership / Diversity and its application to leadership #64: Student will show knowledge of effective leadership as it relates to change agency Target Class: HDF 190 Additional Experience: High school – Junior/Senior Shepherds Descriptive notes regarding learning and practice: On our Social Change Assessment in FLITE, the second question was all about us being a social change agent. I took the issue of bullying and described how I would address it as a social change agent. I related it to the Social Change model and said the individual would need Consciousness of Self so they are aware of their personal values and beliefs. They would also need Congruence to take their personal beliefs and make sure they “walk to talk” and they would need Commitment and require those involved to be passionate and have a purposeful investment toward taking action to have a positive social change against bullying. They would use all of the eight c’s in their own way. They would use individual components first, then develop to improve the group components and then aim to better the community as a whole and in this case- reduce bullying because it is a serious issue.

8. SECTION 4: Critical Thinking #70: Student will demonstrate proficiency of critical thinking Target Class: MTH 108 Additional Experience: Life Descriptive notes regarding learning and practice: Last semester I took Math 108. My teacher decided that she was going to make the focus of the semester on problem solving and critical thinking. We honestly did not learn many math terms or new skills, we were just shown many different ways to think critically and be able to solve large and complex word problems. Many times logic was used much more than mathematics. Everyone found the class a bit challenging at first because it required so much thinking. Although many struggle, I realized that I just needed to think critically and logically and that I could solve the problems. I received the only 100 on the first test and realized I needed to keep up the good work. I kept up my critical thinking and received an A in the course.

9. SECTION 5: Interpersonal and Organizational Concepts and Skills #106: Student will show knowledge of Intercultural communication considerations Target Class: HDF 190 Additional Experiences: Life, Leadership Institute Descriptive notes regarding learning and practice: The organization that Tayla, Connor, Antia, and I came up with for our group project is based on the concept of intercultural communication. Diversity In Motion, or DIM, is a group that aims to take away social ignorance in the URI community. We had made a plan to have weekly meeting for those members of DIM and host a once a month dinner and show for any interested members of the URI community to teach more about different cultures and hopefully enhance and increase intercultural respect and communication.