Outcomes

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

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
MINOR IN LEADERSHIP STUDIES

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
Regardless of your major, you can minor in Leadership Studies.

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.
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 deans 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.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
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)
MINOR ELECTIVES-9 credits

*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)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
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
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
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
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
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear 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, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
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
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

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.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
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 lettersanything 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.
Outcome Category: Self-Leadership

Outcome
1.
Student will demonstrate

autonomy and a minimized need
for approval
2.

personal, organizational, and
academic examples of selfdiscipline
3.
Student will demonstrate the

ability to manage emotions
knowledge of stress management
methods
4.
Target class
Additional Experiences
ViaStrengths
PSC 116, online sources and

articles
Descriptive notes regarding learning and practice

Throughout my life, I have always had a strong sense of self. I believe firmly in
formulating my own opinion on issues and not letting others sway me. If I am set in
how I wish to go about something, I will hold strong on this belief that is close to my
heart and moral compass. During high school, and now during college, groups may
try to sway you to their beliefs and encourage you to put yourself in situations
where you would not otherwise put yourself in. I believe I have held strong in
acting with integrity and believe strongly that I dont need to lessen myself to
receive approval from others. If I were to let people who I do not click with morally
guide my decisions, I would not be making decisions for myself and therefore
would not be an autonomous person.
As an individual, I strive to discipline myself in ways to ensure the success of myself
and the well-being of whatever situation I find myself in. One of my strengths is
Discipline. In every intrapersonal situation I find myself in, I strive to be a fair and
just contributor to the situation regardless of how I may feel personally. I believe it
is okay to express ones emotions about something, but not to let them entirely
overpower how one reacts to the scenario at hand. Next, I display organizational
self-discipline through my bullet journal. Everyday, I keep track of what needs to be
done by writing down a to-do list, what I have planned for the day, distinguished by
blue pen and bullet points, and my water intake and goals for the week. If I have
accomplished what I need to accomplish, it gets a strike through or a check in the
box. If I have not, I draw an arrow in the box and it is moved to the next days
priority list. Through this method, I have a record of what I have completed in a
given day, week, or month, and what still needs to be done. This goes hand in hand
with my academics. I use this in partnership with creating a study schedule that I
follow daily in order to complete academic tasks such as papers, readings, and other
assignments.
People manage stress in different ways, but there are some common tools that
people can use in order to minimize stress and perform tasks effectively and
efficiently. Exercising and eating well are at the core of reducing stress. Depending
on what a person eats, their body reacts differently to situations, and exercising
allows one to release any tension through movement, while also releasing hormones
that give a person a sense of happiness and well-being. People who do these two
things regularly feel a greater sense of accomplishment and contentment overall. In
addition to this, staying hydrated is also important in being less stressed. A person
will make more rational decisions if they are not dehydrated and dealing with
headaches and other ailments due to this. Keeping a planner with all assignments,
5.

ability to manage stress
6.
Student will express a personal

code of leadership / membership
ethics
7.
Student will demonstrate practice

of the personal code of ethics
Student will express a personal
values statement
8.
9.
Student will demonstrate practice

of the personal values statement
Counseling center
HDF 190
VIA Strengths
upcoming events, and due dates helps with staying on task and moving forward
with any goals a person could be working toward. People can also seek outside
support in order to reduce stress levels, such as communicating with friends, family
members, mentors, professors, or therapists.
Everyday, I attempt to implement methods to reduce stress. I work out regularly,
drink lots of water, meditate a few times a week, and eat healthily. Also, I keep a
planner handy to write down key assignments, due dates, and upcoming events,
which enable me to manage my time better. Additionally, when I feel especially
stressed, I visit the counseling center to discuss my emotions with a therapist. I also
seek the support of friends and family who can empathize and help me through
difficult moments. Lastly, I focus on what can be done and try not to worry about
what I cannot control, especially in group settings. This helps me be a more
productive person and more efficient leader.
Through my first semester as a leadership minor, I have identified with a core set of
leadership ethics that include equality, compassion, and awareness. From a young
age, I have always been concerned that rules were followed, not only in games on
the playground, but also that people be treated fairly regardless of their background.
To this day, I feel as though I act congruently with the value of fairness.
Compassion is another trait that I value highly. Leaders cannot lose their sense of
humanity when making decisions that impact large groups of people, and should
think their actions through thoroughly before acting. Lastly, I believe that
awareness combines the two previous traits mentioned. A leader should take all
opinions into consideration when acting cooperatively with others in order to make
the most aware decision. Leaders should not remain complacent, and should
always look to improve situations, whether they are social or professional.
As a leader and a person, I will treat others equally and work to ensure that
everyones opinion is heard regardless of the situation. I believe strongly in getting
to know others on a personal level in order to fulfill the groups end goal best. I also
value kindness and respect. Everyday, kindness (or lack thereof) can improve or
diminish a persons outlook on a situation. I believe that being kind to everyone is
vital in the morale of a group and well-being of all involved. Without kindness and
respecting others, their opinions, and their beliefs, one cannot strive to be their best
because they are bringing others down otherwise.
In my life, I most value close relationships with others, equality, respect, and
honesty. For my value equality, I believe that every person should be treated the
same regardless of their background, race, ethnicity, sexuality, gender, religion, or
socioeconomic background. Additionally, I believe that this ties into my value of
respect. It is especially important to respect yourself and others while interacting in
any setting. If you respect yourself and others, it is only suiting that you will uphold
your personal values. In regard to my value of honesty, I believe that it is of the
highest importance to be honest with myself, with others, and be realistic with what
goals can be set and completed. I believe I live these values everyday by speaking
kindly to others, accepting those different than me, and being inquisitive of others
lives and lifestyles. I believe that all people should be treated with the same high
standard of respect. Together, these values compose who I am as a person and how
I strive to carry myself day to day.
10
.
11
.

ability to lead a project from start
to finish (follow-through)
Student will describe goals and
objective statements regarding
personal issues, career issues, and
community issues
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

Maslows theory to own life
Sophomore English class

Literary Types and Themes
Honors, Oliver Ames High
School
For this semester, I strive to be a better student by attending all of my classes. My

end goal for the semester is to achieve at least a 3.8 GPA overall in my four classes.
Through my classes and interaction with career services, I hope to solidify a major
and course of action for the summer, which could possibly involve an internship.
Also, I plan on engaging as a student outside of the classroom in educational and
community activities. I plan to join the organization SAGE, Students for the
Advancement of Gender Equality. I also plan to continue to work with my sorority
to further our platform of confidence through Girl Scouts and Prevent Child Abuse
America.
Over the course of this semester, I have worked steadily to achieve my goals. I have
missed a minimal amount of classes, and in turn, currently have 3 As and one B,
which can be realistically improved with studying before the semester finishes. I
have decided to return to the pre-med track, and will be changing my Chinese major
to a minor, while adding Biological Sciences again. I will take Chinese 103 and 104
over the summer while working at a restaurant and potentially as an intern at the
State House in Providence under Congressman Cicilline. I have attended meetings
for SAGE, but found that it was not what I was looking for in an organization. In its
place, I joined an intramural soccer team with my sorority sisters and am in the
process of applying to become a Civic Engagement Leader for the fall. Through my
sorority, I have helped further our Confidence Coalition through working with local
Girl Scouts. Lastly, during our first annual Shamrock Slam, we raised over $25,000
to give to Prevent Child Abuse America.
Maslows Hierarchy of Needs is a theory that illustrates an individuals aspiration
to self-actualization. The most basic need is physiological, and includes an
individuals need for food, shelter, sleep, and breathing. The next need is safety,
which is defined as assurance in body, employment, resources, and family. After, is
love and belonging, which includes friendships, family relationships, and sexual
intimacy. The fourth need is esteem, and can be defined as having esteem for one
self and for others. The highest need defined by Maslow is self-actualization. This
only occurs when an individual is free of concern of all other needs and can think
critically, creatively, and spontaneously. Self-actualization is the greatest aspiration
for an individual, as it allows them to create change in the world.
This semester, I have applied Maslows theory to my own life by learning to address
all of these needs on my own. As a college student, I have quickly learned how to
balance my basic needs, including food, exercise, and shelter, in order to better serve
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.)
16
.

the theory of Superleadership by
Manz & Sims
Student will show application of
Manz & Sims theory to own life
17
.
HDF 190
Leadership Institute,
Leadership Retreat
others and myself. After years of disagreeing with my parents, I have begun to
interact with them in a more positive way, leading to closer relationships. I have
also begun to accept my body more completely for what it can do rather than what it
looks like. I have secured two jobs on campus and another for the summer, working
toward employment and bettering the amount of resources available to me. In turn,
these improvements in my life have allowed me to feel more confident about myself
and work toward my goals more effectively. Last semester, I was on the verge of
academic probation, and I now currently have 3 As and one B, soon to be A.
Because of these things, I am a happier, more fulfilled person. I am now able to
think about how I would like to act on a daily basis to help me achieve these
minimum requirements in order to best self-actualize my dreams in the future.
Through my experiences at Leadership Institute, I have realized that I am a
harmonious leader with an innate desire to keep the peace between others. My
group name was Harmony, and I believe that my peers, peer leaders, and myself all
shared similar traits in our approach to leadership. Additionally, my top five values
of the ViaStrengths assessment are Fairness, Leadership, Love, Judgment, and
Bravery. For my value Fairness, I believe that this represents me well because I am a
firm believer that everyone should be treated fairly. In regard to my value
Leadership, I believe that being involved in Leadership at URI through the
Leadership Institute and FLITE are just two of the ways that I view myself as a
leader. I also see myself as a leader when interacting with my peers because I like to
take charge in order to spearhead tasks and achieve goals effectively. Love is a
strong value that I uphold because I possess a strong love for. Another assessment I
accessed through HDF 190 is the StrengthsQuest; my top five strengths are
Individualization, Relator, Futuristic, Discipline, and Intellection. I believe that
Fairness, Judgment, and Relator are used together often in my daily life when
interacting with others.
Outcome Category: Leadership Theories

Outcome
18.
19.

the Authority and Bureaucracy
theory of leadership Weber
application of the above theory
Target class
20.
21.
22.
23.
24.
25.
11.
(Weber)
the Scientific Management
theory of leadership by Taylor
(Taylor)
the Management by Objectives
theory of leadership by Drucker
(Drucker)
Theory X and Theory Y theory
of leadership by MacGregor
(MacGregor)
Student will describe goals and
objective statements regarding
personal issues, career issues, and
community issues
12.
Student will show evidence of

goals and objectives that were
planned and achieved
28.
For this semester, I strive to be a better student by attending all of my classes. My

end goal for the semester is to achieve at least a 3.8 GPA overall in my four classes.
Through my classes and interaction with career services, I hope to solidify a major
and course of action for the summer, which could possibly involve an internship.
Also, I plan on engaging as a student outside of the classroom in educational and
community activities. I plan to join the organization SAGE, Students for the
Advancement of Gender Equality. I also plan to continue to work with my sorority
to further our platform of confidence through Girl Scouts and Prevent Child Abuse
America.
Over the course of this semester, I have worked steadily to achieve my goals. I have
missed a minimal amount of classes, and in turn, currently have 3 As and one B,
which can be realistically improved with studying before the semester finishes. I
have decided to return to the pre-med track, and will be changing my Chinese
major to a minor, while adding Biological Sciences again. I will take Chinese 103
and 104 over the summer while working at a restaurant and potentially as an intern
at the State House in Providence under Congressman Cicilline. I have attended
meetings for SAGE, but found that it was not what I was looking for in an
organization. In its place, I joined an intramural soccer team with my sorority
sisters and am in the process of applying to become a Civic Engagement Leader for
the fall. Through my sorority, I have helped further our Confidence Coalition
through working with local Girl Scouts. Lastly, during our first annual Shamrock
Slam, we raised over $25,000 to give to Prevent Child Abuse America.
29.
30.
31.
32.
33.
34.
35.
36.
37.
the Principle Centered

Leadership theory by Covey
(Covey)
the 14 Points / TQM theory of
leadership by Deming
(Deming)
the Visionary Leadership (now
often cited as Transformational
Leadership) theory by Sashkin
(Sashkin)
the Individuals in
Organizations leadership theory
by Argyris
(Argyris)
Students will demonstrate
knowledge of the 4 Vs theory
of leadership by Grace (Center for
Ethical Leadership)

(Grace)
HDF 190
(pages 21-22)
The 4-V Model of Ethical Leadership is a leadership model created by Dr. Bill Grace
and focuses on a journey of integrity and commitment to the common good. The
four Vs are values, vision, voice, and virtue. Values are the cornerstone of ethical
leadership; this requires discovering values at the core of ones identity in order to
apply them for the greater good. Vision is defined as the ability to create a plan of
action in order to serve others better. Voice involves articulating vision eloquently
and convincingly in order to motive others to act. Virtue, lastly, is the ability to
integrate the three previous Vs in a manner that strives to act righteously. Working
together with the 4 Vs, Service, Polis, and Renewal supplement the development of
Ethical Leadership. Service connects Vision and Values, which indicates that ones
values are projected through their vision of service. Polis connects Voice and
Vision to engage in political situations honestly. Renewal combines Values and
Voice involves the self-reflection to ensure congruence of action and values.
Through this model, I feel as though I have developed as an ethical leader. Through
the decisions I make everyday, I feel I embody values and voice in particular. I
strive to be a kind, open person in the way that I compose myself and interact with
others. I believe that equality and kindness is the cornerstone to any strong leader.
Partnering with the servant leadership model characteristic Persuasion and my

strength Relator, I attempt to articulate my arguments in a cooperative,
understanding fashion. Additionally, my strength Futuristic is applicable to Vision,
and being able to understand that ones actions affect the greater good; plans must
be created with this in mind in order to better serve others.
38.
39.
40.

the Situational Leadership
theory by Hersey & Blanchard
(Hersey & Blanchard)
the Relational Leadership
model by Komives, McMahon &
Lucas
41.

(Komives et al)
42.

the concept of constructivism
HDF 190
HDF 190
Relational leadership is a key model of leadership utilized in everyday life. There

are three basic principles of relational leadership. The first is knowing, whether
that is knowing yourself, others views, how changes occur, or how people process
situations. The second is beingbeing ethical in ones actions, enacting their core
principles and morals, and being an open and inclusive person. The third and final
principle is doing. An excellent relational leader will act in socially responsible
ways and will be perceptive of others needs and thoughts, acting and deciding
consistently and congruently with their morals and the groups desires. The
purpose of the relational process is people attempting to accomplish, change, or
make a difference to benefit the common good. In addition to the three basic
principles of relational leadership, there is a way that they are overarched by five
components that bind them together. These five components are inclusive,
empowering, purposeful, ethical, and process-oriented. Purpose is at the center,
surrounded by inclusive, empowering, and ethical, and then above all, processoriented. The utmost component of relational leadership is process-oriented, which
means understanding that the process of working toward a common goal is more
important and meaningful than the outcome itself.
During the process of creating an action plan with my small group, I strived to
apply the relational learning model. During our group meetings, I would listen to
my fellow members ideas and how they wanted to see them carried out over the
course of the plan. For example, Mikaela was very vocal in her opinions and had a
very distinct way that she wanted to see them worked into the plan, but
communicated them effectively. Edith was organized and kept the group on task,
but contributed meaningful ideas such as how to best execute the plan. Connors
connectedness shined through as she expressed her ideas for the plan. Brandon
was very particular and eloquent when collaborating with the group. Christian
and Isaiah were both very laidback and just wanted the group to succeed.
Together, we worked together and trusted the process while we formed an event
comprised of multiple attractions and ways to introduce relational leadership to
incoming freshmen and student organizations on campus.
43.
44.
45.
46.
47.
Students will describe personal

examples of implementing
constructivism
knowledge of experiential
learning in leadership
development (Kolb)
application of experiential
learning in leadership
development (Kolb)
the Social Change Model of
Leadership Development by
Astin et al

(Astin et al)
HDF 190
(pages 29-30)
Shamrock Slam
The Social Change Model of Leadership Development encompasses 8 Cs of social

change: change, consciousness of self, congruence, commitment, collaboration,
common purpose, controversy with civility, and citizenship. These values can be
divided into individual, group, and society. Individual values include
consciousness of self, congruence, and commitment. Consciousness of self is being
aware of ones privilege and abilities in order to help others and orchestrate change.
Congruence is applying these and ones values with every action. Commitment is a
personal promise to a social cause in order to alleviate the targeted issue. Group
values include collaboration, common purpose, and controversy with civility.
Collaboration is defined as ones ability to interact cooperatively with others toward
the issue at hand. Common purpose is the groups decision to put efforts toward a
single issue. This creates a sense of connectedness and responsibility between
members of the group. Controversy with civility can be described as a groups
capability to overcome conflict between members in a positive and constructive
manner, listening openly and without judgment in order to reach a common course
of action. The one society value, citizenship, can be explained as an overarching
sense of responsibility to act justly in order to improve the greater good.
As a member of my sorority, Kappa Delta, I have established a greater sense of
responsibility toward the community, my sisters and myself. Nationally, Kappa
Delta raises money for Prevent Child Abuse America. Each chapter hosts a
fundraising event that they feel best reaches their local audience in order to raise
the most funds. At the University of Rhode Island, our Shamrock event is known
as the Shamrock Slam, which is a 3v3 basketball tournament in March. Through
this event, I feel that consciousness of self is most pertinent as an individual. When
raising money individually, I felt a sense of responsibility to raise my minimum
amount in order to support the cause. I am fortunate enough that I can afford to
donate some of my money to the cause, and implement my privilege and values in
order to do this. As a group, all three values are actively applied. All 150 sisters of
the Theta Theta Kappa Delta chapter worked together to organize the event.
Within the organization, there were many conflicts as to how tasks should be
executed, but the leadership of our Vice President of Community Service, Erin
Coakley, kept us on task and devoted to the common goal. Lastly, the societal
aspect of Social Change was integral because chapters nationwide contribute to this
cause on a local and national level. In one day, our chapter raised over $25,000.
80% of the funds raised are donated to PCAA offices in Providence, and 20% are
donated nationally.
Th
e
48.
49.
50.

knowledge of the Leadership
Identity Development Model by
Komives et al
Students will describe personal
application of the above theory.
(Komives et al)
knowledge of the StrengthsDevelopment Model by Hulme et
al
51.

(Hulme et al)
52.
HDF 190
HDF 190
The Strengths Development Model involves four aspects of growth: Awareness,

Develop, Relationship, and Application. The first, Awareness, is described as
understanding, defining, and verbalizing ones strengths at a basic level. The
second, Develop, can be described as understanding how their strengths have
affected past action and current behavior. Develop also addresses the ability for
one to link their successes with their strengths and how the two interact. The
third, Relationship, involves the person inquiring at a deeper level how their
strengths work together to come to fruition. They understand their unique abilities
and are able to see strengths in others. Lastly, one is able to Apply their strengths
when they encompass all of the aspects of Strength Development. The application
involves strategy, planning, and analysis that direct their behavior.
Through HDF 190, I have grown as a leader by implementing my strengths in my
daily life. When I first learned of my strengths in HDF 190, I was unsure how some
of them applied to me, specifically Discipline, as I often procrastinate. My top five
strengths are Individualization, Discipline, Relator, Futuristic, and Intellection. I
connected quickly with Individualization, Relator, and Futuristic. I enjoy
connecting with others at an intimate level in order to better understand how they
make decisions and react as people, so Individualization and Relator seemed
obvious fits. Futuristic applies to me because I am constantly planning for the
future instead of focusing on the moment at hand. I feel a greater sense of calm
when I have an exact plan. Over the course of FLITE, I have better understood how
the five strengths interconnect. Intellection and Futuristic combine to drive my
ambition for the future and how my current studies will apply later on.
Additionally, I have become more disciplined in my studies, and plan ahead. For
instance, I would have completed all of these outcomes in two or three days before,
but instead, I am completing them a few at a time in order to reduce stress and
execute better work. When working in groups, I can now understand how people
interact because I know their strengths, or see how they are emphasized through
their actions.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
knowledge of behavior theories of

leadership from Michigan and
Ohio State
application of the above theories
(Michigan & Ohio State)
knowledge of Charismatic
leadership
knowledge of contingency
approach to leadership by Fiedler
(Fiedler)
knowledge of Path-Goal theory
by House
(House)
knowledge of Leader Member
Exchange (LMX) theory
knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
Student will describe the impact
of traits on leadership emergence
and performance
knowledge of Chaos approach to
leadership by Wheatley
67.

(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
Student will demonstrate how

cultural anthropology /
paradigms relate to leadership
example of using cultural
anthropology / paradigms as a
leader
knowledge of the Cycles of
Socialization (Harro) theory and
its uses in leadership
personal application of the
Cycles of Socialization (Harro)
knowledge of the Cycles of
Liberation (Harro) theory and
its uses in leadership
Cycles of Liberation (Harro)
knowledge of the Configuration
of Power (Franklin) and its
relationship to leadership
Configuration of Power
(Franklin)
knowledge of racial identity
development via the Cross,
Helms or other models (Ferdman
& Gallegos; Kim; Horse;
Wijeyesinghe etc.)
personal application of model(s)
of racial identity development
Target class
78
.
79
.
80
.
81
.
above
knowledge of McIntoshs theory
of privilege and its relationship to
leadership
personal application of
McIntoshs theory
Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership
effective leadership as it relates to
change agency
82
.

examples of being a change agent
83
.
Student will create a personal

code of inclusive leadership
HDF 190
HDF 190
Gay-Straight Alliance
An effective leader utilizes the social change model in the ways that they know, be,
and do. This model relates to the eight Cs of social change and involves a deep
understanding of how the two relate. Effective change agents understand that the
change they create occurs as a process, and that resistance can occur at any level
society, group, or individual. In order to overcome this resistance to achieve change,
change agents must proceed with strategies that highlight their strengths in order to
create widespread change. This change should be positively perceived. Change
agents must have great patience, ability to work outside of ones comfort zone, and
be confident. They should feel a sense of comfort regardless of structure, yet be able
to influence systems in a positive way in order to create a sense of urgency. Change
agents can effectively cause said urgency among their audience by utilizing the 4 Vs
Voice, Vision, Values, and Virtue.
Throughout my life, I have attempted to be a change agent in my daily life. In high
school, I was the president of the Gay-Straight Alliance for two years, through which
I led as an ally to the LGBTQ community. I voiced my opinions on equality and
engaged members of the school community in positive discussion regarding LGBTQ
acceptance and rights. Through this, I employed the Citizenship value in becoming
a change agent. Through Gay-Straight Alliance, I felt a social responsibility to
advocate for social justice, as I strongly believedand still believethat acceptance
can be achieved through empathy and interpersonal communication. Regarding
Group values, Controversy with Civility best suits my experience with Gay-Straight
Alliance. Various opinions and attitudes surround the LGBTQ community, and as a
change agent, it was my obligation to increase a sense of inclusiveness by engaging
in serious dialogue about LGBTQ topics. Lastly, I adhere most to the Individual
value of Congruence. Being raised by four lesbian mothers, and being close to my
gay uncles and their LGBTQ friends, I value the well-being of my family and friends
and remain committed to acting ethically in congruence to my values.
84
.
85
.
86
.
87
.

knowledge of the Model of
Intercultural Sensitivity by
Bennett and its uses in leadership
Model of Intercultural
Sensitivity by Bennett
knowledge of the ally Action
Continuum by Griffin & Harro
personal application of the Action
Continuum by Griffin & Harro
Outcome Category: Critical Thinking

Outcome
88
.
89
.
90
.
91
.
92
.
93
.
94

principles of critical thinking (logic
is used in this minor)
proficiency of critical thinking
metaphorical analysis to critically
analyze self and leadership
situations
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
Student will show knowledge of at
least five decision making methods
examples of having used five
decision making methods
Student will show knowledge of at
least five problem solving / conflict
Target class
.
95
.
96
.
97
.
98
.
management methods, as well as

understanding the roots of conflicts
examples of having used five
problem solving / conflict
management methods (if student
has been trained in mediation, that
information goes here)
Student will describe what it means
to analyze, criticize, synthesize and
utilize information as a leader
knowledge of leadership that is
used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

knowledge of active listening
techniques
HDF 190
Active listening can be described as engaging in a conversation while fully

understanding and empathizing with the person speaking. Gestures are open and
eye contact is maintained between the speaker and listener to ensure that both
participants are mentally present. The listener is not thinking of what they would
say next, but rather formulating questions and summarizing what the speaker is
saying in order to better understand them. Some active listeners offer affirming
words or consolations, but it is not entirely necessary. The listener should ask
questions to further clarify the speakers statements, and should respond without
prejudice.
100
(http://www.google.com/url
?sa=i&source
=images&cd=&cad=rja&uact
=8&ved=0CA
gQjRw&url=http%3A%2F
%2Fwww.blurrent
.com%2Farticle%2F18underrated-ways
-your-mom-is-activelistening-&ei=MSw
3VeiYJYX6yATQ8oCQBw&ps
ig=AF
QjCNHiy6tPuctDpd3cVz_EC
tthac__r
Q&ust=1429765553685462)
Leadership Institute
During an activity in Leadership Institute called Breaking Boundaries, the entire
using active listening skills
101
.

knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback
giving and accepting feedback.
102
.
103
.
104
.
105
.
106
.
107
.
108
.
109
.
110
.
111
.

knowledge of facilitation and debriefing techniques
proficiency of facilitation and debriefing techniques
knowledge of framing and
breaking the frame
proficiency of framing and
breaking the frame
organizing meetings / setting
agendas / and leading meetings
examples of organizing meetings /
setting agendas / leading meetings
Parliamentary Procedure
group of Harmony came together to address deep personal issues. Tears were shed,
bonds were strengthened, and we came together cohesively after. This would not
have been possible without strong active listening skills of each team member and
peer leader. Teammates asked questions and offered consolation when peers were
upset or confused about their emotions. This activity left a lasting impression on me
and how others should care for one another, regardless of the significance of the
topic.
HDF 190
ARH 251 (image pairs or

exam essays),
Servant leadership
speech/group rubric
In my art history class, I have worked to improve my exam essays and image pairs by
responding to my professors feedback. On my first exam, she criticized that I did
not offer enough detail or understand enough about the pieces presented. After
receiving this feedback, I focused less on the interpretation of each piece and
emphasized each piece at face value in order to better decipher them in historical
context. Second, I received feedback regarding my public speaking
114
.

techniques for working with
difficult people
examples of using techniques to
work effectively with difficult
people
the stages of group development
(Tuckman, Bennis or others)
115
.

examples of group development in
use (Tuckman, Bennis or others).
116
.
117
.

group dynamics and group roles
112
.
113
.
118
.
119

examples of group dynamics and
group roles
effective memberships skills in
groups
HDF 190
LCP group project
Tuckmans four stages of group development are forming, storming, norming, and
performing. If enacted effectively, a group can become very successful and
productive. The first stage, forming, consists of a group coming together to begin a
process toward a common goal. Conflict is minimized as group members begin to
understand how others approach situations. Goals and tasks are divided and the
project is begun. The second stage, storming, occurs when group members feel
comfortable enough expressing their distaste toward different aspects and behaviors.
If criticism is offered respectfully and received openly, the storming stage offers an
opportunity for the group to strengthen as a team. If the Four Agreements are not
maintained, the storming phase can become destructive. The third stage, norming,
occurs when the group converges into a team and works actively toward their
common goal. Everyone takes responsibility for their part, but should be careful to
express concerns in this stage as well. Few groups reach the fourth and final stage
performing. The group is able to function as a unit to complete tasks and overcome
issues smoothly.
During my experience with the group project in FLITE, I felt as though we
transitioned quickly between stages. The first stage, forming, occurred early on in
the semester before the project was assigned. Hence, working on the assignment
was not nearly as difficult as it may be for most who must work together after just
meeting each other briefly before. The second stage, storming consisted of mostly
deciding on what would be proposed, in addition to each persons schedule and
work style. Conflicts were minimized, but still addressed in a prompt, nonjudgmental fashion. Norming occurred swiftly after a common goal was decided
upon, and tasks were divided up. From then on, the project was completely in a
timely manner and performing occurred. Our unique situation allowed us to
combine storming and norming in a cohesive way.
127
.
examples of membership skills in

use
the Challenge and Support theory
by Sanford, and its relationship to
organizations
examples of using the theory of
Challenge and Support (Sanford)
the construction / elements of
informative and persuasive
speeches
proficiency in informative and
persuasive public speaking
planning and conducting
interviews (as the interviewer)
examples of planning and
conducting interviews (as the
interviewer)
preparing for and effective
answers in interviews (as the
interviewee)
examples of preparing for and
being interviewed
128
.
120
.
121
.
122
.
123
.
124
.
125
.
126
.
CEL interview, SAA

interview, Tour guide
interview, Interview at
Congressman Cicillines
office
In order to prepare for an interview effectively, one must understand the base
requirements of the position they are applying for. Additionally, they must know
what characteristics the interviewer is looking for in an applicant. The applicant
must know
In preparing for my interviews around URI, including CEL, SAA, and Tour Guide, I
reviewed my strengths and weakness and have considered how they would apply to
each organization. For CEL, my strengths as Relator and Futuristic would help the
team plan community service projects in advance by connecting quickly with team
members and outside organizations that the Civic Engagement Leaders may be
working with in order to execute the event. Regarding SAA, I kept a positive
attitude and spoke candidly with members and applicants alike throughout the
process. I attempted to use my strength Individualization to relate with whom I was
speaking with. Similarly in Tour Guide, I spoke with the interviewers professionally,
but incorporated any knowledge I had of the campus, touching on my strength
Intellection. For my upcoming interview at Congressman Cicillines office, I plan to
discuss my strengths in a manner that directly connects with working in a
congressional office. I have also researched Cicillines political stances so as to be
knowledgeable about my potential workplace in the interview.
.
129
.
130
.
131
.
132
.
133
.
134
.
135
.
136
.
137
.
138
.
139
.
140
.
141
effective collaboration / coalition

building
examples of working in
collaboratives/coalitions
Intercultural communication
considerations
proficiency in intercultural
communication
Student will describe ways to
maintain accountability in
leadership / member relationships
examples related to maintaining
accountability as a leader
Student will describe ways to build
relationships between leaders and
members
examples of building relationships
with members as a leader
Student will describe how
credibility applies to leadership, as
well as the characteristics and
skills of a credible leader
examples of building, maintaining,
and repairing his/her own
credibility as a leader
Student will describe ethical
standards in influence
Student will describe influence
applies to leadership
Student will describe principles of
effective mentoring, as well as
problems particular to the
mentoring relationship
HDF 190
Learning Contract, High
Through my experience in FLITE, I have had the privilege of having Michelle Ferrera
examples of mentoring and being

mentored
142
.
Student will describe principles of

effective peer leadership, as well as
problems particular to peer
leadership
examples related to being a peer
leader and being led by peers
Student will describe the four
frames of organizations by Bolman
and Deal
application of organizational
analysis using the four frames of
organizations (Bolman and Deal)
the Servant Leadership theory of
leadership by Greenleaf
143
.
144
.
145
.
26.
school soccer
HDF 190
as my peer leader and mentor. She has welcomed my group members and me with
open arms and has always been of great assistance when asked. Additionally,
Michelle encouraged me to apply to become a Civic Engagement Leader for the fall,
and I have since been accepted into the Health program. I hope to follow Michelle in
this position, as I know I have huge shoes to fill! Michelles enthusiasm for
leadership is contagious, and she inspires me every class to become a better version
of myself. In relation to FLITE, my learning contract has helped me see a mentor
within myself. I gave advice to incoming freshmen and offered an ear to any
concerns they may have about attending college far away from home. The student I
hosted overnight is attending URI in the fall all the way from California, and I
assured her that there is always someone around. I encouraged her and other
students to apply to Leadership Institute as well.
Over the course of my high school soccer career, I was first mentored; then I became
a mentor. During freshman and sophomore year, I thought highly of the starting
varsity goalkeeper and captain. She pushed me to train harder, and I was constantly
trying to impress and better her in practice and in games. On the occasions where I
was applauded by my coaches for performing better than her, I beamed, but I always
yearned to be her. When she graduated, I became the starter my junior year, and
filled her place, I had competition, but like her, strove to mind my own business and
train harder than the rest. It paid off, and the year after, I had someone to mold into
the next starter. Lauren was eager to succeed as I was as a freshman, and I worked
to ensure she would be ready when I graduated. I tried to instill confidence in her
and led her through my actions.
The Servant Leadership model consists of ten characteristics that encompass what a
servant leader should beone who expresses a natural feeling to serve through
leadership. The first characteristic, listening, is critical because without active
listening skills, a leader cannot understand where the needs of others lie. The
second characteristic, empathy, is easily coupled with listening, because a servant
leader must actively understand the speakers opinions in order to best serve them.
27.

(Greenleaf)
HDF 190
Servant Leadership speech
The third characteristic, healing, is defined as being able to heal oneself and others
relationships in order to help make whole those with whom they come in contact,
The fourth characteristic, awareness, is defined as a servant leader who is sharply
awake and reasonably disturbed, and one who is ready to act. The fifth
characteristic, persuasion, is defined as a person who relies on speaking
convincingly in order to make decisions within an organization, rather than
speaking authoritatively. The sixth characteristic, conceptualization, can be
compared to brainstorming. Servant leaders who conceptualize well integrate the
day-to-day with the overarching goals of the organization by tying in broad-based
thinking. The seventh characteristic is foresightthe ability to foresee an outcome
of a situation, which is difficult to do and relies on intuition. The eighth
characteristic, stewardship, is the basis of servant leadership, and is defined as the
commitment to serving the needs of others before ones own. The ninth
characteristic of servant leadership is the commitment to the growth of people, and
has an intangible value that devotes time and resources to the development of
people within the organization in order to become stronger and more connected.
The tenth characteristic of servant leadership is building community, which states
that true community is built from small to large, and begins with the individual.
The two characteristics of servant leadership I identify with most are awareness and
persuasion. My academic plan is directed to lead me toward international relations
and diplomacy. In order to be an effective diplomat, one needs to be sharply aware
of the situations that surround them and cognizant of how they overlap in politics.
A diplomats intentions should be just, with only intent for peace and the betterment
of the common good. I plan to use this heightened sense of awareness to become an
effectual and persuasive leader in the diplomatic realm. By discussing issues frankly
with my peers, I hope to address issues in a transparent manner that is congruent
with the intentions of all involved.

Outcomes

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Student will demonstrate

Student will demonstrate

Student will demonstrate the

PSC 116, online sources and

Descriptive notes regarding learning and practice

Student will demonstrate the

Student will express a personal

Student will demonstrate practice

Student will demonstrate practice

Student will demonstrate the

Student will show evidence of

Student will show knowledge of

Student will show application of

Sophomore English class

For this semester, I strive to be a better student by attending all of my classes. My

Student will describe personal

Student will show knowledge of

Outcome Category: Leadership Theories

Student will show knowledge of

Descriptive notes regarding learning and practice

Student will show evidence of

Student will show knowledge of

For this semester, I strive to be a better student by attending all of my classes. My

the Principle Centered

Student will describe personal