1. HDF 415 Peer Leadership Portfolio Teresa Lincoln Spring 2011 tlincoln@my.uri.edu

2. Leadership though ENERGY I have been given opportunities that I felt like I may not have been ready, or capable of doing because people are able to see my potential energy better than I am. I came to URI afraid to speak up, and now work to help others find and define their voices. I have been influenced by amazing mentors who have been able to see my potential better than I can. I have been given opportunities that I felt like I may not have been completely ready for, but with their support I have been able to grow and develop into someone I never thought I would be. I learn best by doing, so everything I have been able to do with and for others helps make me a stronger, better person.

3. Signature Strengths Adaptability Includer Restorative Empathy Individualization Values in Action Kindness and Generosity Forgiveness and Mercy Humor and Playfulness Teamwork and Citizenship Creativity and Interest

4. First Rule of Thermodynamics In the Institute 2011 Peer Leader interview, was in an interview group with 4 FLITE students. One of the tasks was to: “work together and design an activity that implements the social change model” using a pile of props that were provided. I was then told I was not allowed to participate with the rest of the group. I was being challenged by not being involved, and watching my students work (and struggle) on their own without my help. This was also supportive because it was showing me that I am able to help students that I work with, and am an effective leader to them. After some panicked looks from the students, and some persuading, I was allowed to go over and see if I could help them. I had them explain and define the task, talk through what they came up with so far, and also what was not working with what they had. I loved what they had and told them that, but I knew they could take it farther. I challenged them to go deeper with their activity, and asked them open-ended questions to make them think of things differently, and make different connections. # 97 Student will describe personal examples of using the theory of Challenge and Support

5. Kinetic Energy While I don’t see myself as a Servant Leader at all, I can see that things that I enjoy doing, and am passionate about work around paying forward an experience that influenced who I am. Everything that happens has the potential to learn, grow, and reflect back on in a positive light. If someone gives me something; support, encouragement, a shoulder to cry on, or anything that has made me stronger, I feel obligated to give that same thing to others. If that means that I am directly involved with something, or if it means that I take a step back to let others have the experience, it is all the same in my eyes. The feeling that I have at the end of the day when I see that people I have the opportunity to work with grow and develop into leaders, and want to give their experiences back shows me that I am doing the right thing. #25 Student will describe personal application of “Servant Leadership” theory of leadership by Greenleaf

6. Energy Equilibrium I see inclusive leadership as a collaborative process that allows groups of people to guide themselves in order to make decisions, and reach towards their own goals. I think with leader is more like a facilitator and takes the focus off of themselves and let's their group grow by working together. Among other things, an effective facilitator is required to provide both challenge and support of the group moves to the task assigned. They must be able to read the group and really understand and be able to feel when to step in and when to step back. #66 Student will create a personal code of inclusive leadership

7. Work=force × distance Working as both an Institute peer leader, and a FLITE peer leader, I have been able to watch as my students grow into themselves, realize their potential, and act upon it. Interviewing for the position of Institute Leader for 2011 was a fun process. In my group, I was the only returning applicant. I was interviewing with a group made up of students that I have lead in small groups in either in FLITE, or at Institute. While the students seemed hesitant to do things on their own, and looked to me for help and input when they go stuck, we all worked together on an equal playing field. Two of the students in my interview group who were students I have lead, were offered, and accepted the position as Institute leader. I am so proud of them, and so happy to get a chance to continue to work with, and watch them as they get a chance to come full circle and lead other first year students like I was able to be a part of groups that lead them. #117 Student will describe personal examples related to being a peer leader and being led by peers

8. Energy Conservation I have realized more and more, that I easily make myself a victim without realizing it because of things that I try to do for others. By being aware of my tendency to put all of my energy outward, I will be able to take time to concentrate on myself, and making sure I am the best person I can be, which will in turn make me a better person for everyone else in my life. Something that I need to work on is being able to separate my problems, from other’s. I am a very empathetic person, so this is not an easy distinction to make. Intellectually, I know that I can support my friends, and still be able to relate to them without having to place such a burden on myself, however putting that into practice is something I struggle with. I need to learn how to do this better for myself. This is not something that is going to happen overnight, but something that I will spend years on developing and fine-tuning. #11 Student will describe goals and objective statements regarding personal issues, career issues, and community issues