1. HDF 412 Historical, Multi-Ethnic, and Alternative Leadership Elizabeth Sillman Fall 2012

2. Throughout HDF 412 Historical, Multi-Ethnic, and Alternative Leadership I have learned and applied my leadership skills, strengths and overall knowledge to each unit taught. I have experienced crucial conversations, learned to become an inclusive leader and learned how to handle a crisis. This overall capstone project has taught me to go above and beyond and not only reach my goals but successfully be a leader. *Click Evidence

3. Outcome: Student will demonstrate the ability to manage stress Target Class: HDF 412 Additional Experiences: The Matty Fund Evidence: In Binder

4. Descriptive notes regarding learning and practice: This semester, Fall 2012, I had the opportunity to intern for The Matty Fund, for Epilepsy. I was their event coordinator intern and I was in charge of putting together packages of donations from various companies and organizations for The Matty’s Fund annual Snow Angel Ball. I started this project in September and realized soon enough that it is very stressful when companies do not respond back to you. I would contact businesses and companies all over the United States to ask for donations for this great cause and would just wait and see if they would respond back. I managed my stress by focusing on the companies that did respond back to me and then limited my searches to areas that I knew personally. I had a decent amount of responses but my goal was for a lot more. My personal goal from the beginning of this semester in HDF 412 was to succeed in my internship and I felt as thought I did but I could have always pushed myself more.

5. Outcome: Student will demonstrate knowledge of the “Cycles of Socialization” (Harro) theory and its uses in leadership Target Class: HDF 412 Additional Experiences: Module II: Cultural Anthropology EvidenceEvidence:

6. Descriptive notes regarding learning and practice: The cycle of socialization is a way to “represent how the socialization process happens, from what source it comes, how it affects our lives, and how it perpetuates itself.” The diagram of this model is comprised of a combination of circles and arrows that allows us to trace any of our social identities through it. The first circle is the beginning; we are all born into this world where all of the mechanics and structures of oppression are in place for us. The first arrow is socialization; this where people we trust and love such as our family and friends teach us what we need to know. At this point in the model we are learning from family and friends but we now have the opportunity to learn from an institutional and cultural socialization, which is the second circle. This circle allows us to expand our knowledge and participate in clubs, sports, and organizations that we want no matter what our ethnicity, race, religion, or gender is. The second arrow represents enforcements; these enforcements are given to people who conform or contradict to “the norm.” These enforcements are rewards, punishments, privileges, persecutions, etc. depending on your trait. The last circle represents our results of our social identity. The results can either be positive or negative, usually negative, depending on your trait. The last circle represents our results of our social identity. The results can either be positive or negative, usually negative, depending on the trait and we may experience silence, anger, guilt, stress, etc. The last arrow is our actions and we face the questions of “what to do now?” We can do nothing or promote the status quo. Depending on what people decide determines how their traits will be affected. The center of the cycle is our fear, ignorance, confusion, and insecurity and will stay that way unless we chance. Positive traits can surface from the core and if so the cycle will be interrupted for good. This model is used in leadership because as a leader we need to be aware of our traits and our social identity. We need to identify and respect others that have different traits and accept them for who they are.

7. Outcome: Student will show application of Maslow’s theory to own life Target Class: HDF 412 Additional Experiences: Crucial Conversations EvidenceEvidence:

8. Descriptive notes regarding learning and practice: I applied Maslow’s theory of “Hierarchy of Needs” and the desire to achieve self-actualization to the unit about crucial conversations discussed in HDF 412. I had a crucial conversation with a friend who was being distrustful to me. I confronted her and told her that the way she acted towards me was disrespectful and rude. I figured out what I wanted to say to this friend in my head so I could dictate all of my points clearly. I then figured out what order I would state the situation it; most important to least. After that I had the opportunity to ask my family and friends how to go about this situation and get their opinions. At this point my self-esteem was higher than it originally was so I felt confident approaching my friend about the issue that was bothering me. I realized after I talked to her and had the conversation with her, I was achieving self-actualization and I fulfilled my goal of resolving my issue.

9. Outcome: Student will demonstrate knowledge of the “Model of Intercultural Sensitivity” by Bennett and its uses in leadership Target Class: HDF 412 Additional Experiences: Module II: Cultural Anthropology URI Tour Guides Evidence: In Binder

10. Descriptive notes regarding learning and practice The Model of Intercultural Competence is made up of six different stages. The first stage Cultural Destructiveness, views culture as a problem and believe it’s your ability to adapt to other cultures. The second stage, Cultural Incapacity maintains stereotypes, and lacks cultural awareness skills. Cultural Blindness, the third stage, talks about why people think cultures are all alike. Stage 4, Cultural Pre-Competence recognizes other cultures and learns about their values. Basic Cultural Competence, Stage 5, keeps an open-mindset about cultures and allows others to accept their differences. Lastly, Stage 6, Advanced Cultural Competence, moves beyond accepting other cultures and strives to educate others. With this Model I have learned how to accept other cultures and learn how other people perceive others and their cultures as well. This is used in leadership because as a leader one has to learn how to lead others from not just their community or state, but from other cultures everywhere. URI is diverse and having the opportunity to be exposed to diversity is rewarding. I have used and applied this model during my time as a URI Tour Guide. I have had the opportunity to give tours to not only prospective students but their families as well. Some of the people I have had on my tours were people of difference race, gender and ethnicities but that has had no impact of the way I give a tour. I recognize other cultures and accept them for who they are. I am proud of who I am and what I stand for and nobody can tell me otherwise.

11. Outcome: Student will demonstrate knowledge of leadership that is used in crisis Target Class: HDF 412 Additional Experiences: Module III: Crisis Leadership EvidenceEvidence:

12. Descriptive notes regarding learning and practice: One model of crisis leadership that was discussed throughout HDF 412 was the After Actions Review by Garvin. In this theory there are 4 questions that are asked that set the time and criteria of the crisis. I used this theory in my crisis leadership project during the Hudson plane crash. The first question is “What did we set out to do?” In regards to the Hudson plane crash, the plane was set out to travel from NY to Charlotte. The second question is “What actually happened?” In this situation, the plane had to do an emergency landing due to both their engines failing. The third question of this theory is, “Why did this happen?” The plane had to land in the river because it was struck by a flock of geese. The final question is “What are we going to do next time?” I think in this situation the airlines can better prepare themselves in case one of their engines fail as well as come up with a way to know if birds or any other objects are in the sky during takeoff.