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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
*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.
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence
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 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 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
Leadership Inventory Revised 08/22/2017 4
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
Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
19. Student will show knowledge of the
“Authority and Bureaucracy” theory
Leadership Inventory Revised 08/22/2017 9
of leadership Weber
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal
application of the above theory
(Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory
of leadership by Drucker
24. Student will describe personal
application of the above theory
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory of
leadership by MacGregor
26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of the HDF 190 VIA In HDF 190, I learned that the servant leadership theory has one main focus and that is that service must happen
“Servant Leadership” theory of before leadership (“service above self”). It consists of 10 characteristics: listening, empathy, healing, awareness,
leadership by Greenleaf persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community.
Listening is more than just allowing others to speak, but really taking in what they are saying as well as noticing what
is not being said and being more in touch with your own true voice. I find that this is very similar to my value of social
intelligence, as that also encompasses more than listening only to words, but to body language as well. Empathy is
being accepting of all and understanding each individuals differences. Healing is the acknowledgment of how
important relationships are and the act of creating “whole” relationships with the people they come in contact with.
Awareness is always being knowledgeable as well as disturbed. A servant leader knows what is going on in their
community and around the world and desires to make a change. Persuasion is convincing rather than coercing. It
focuses more on being able to persuade than using your power. Conceptualization involves much broader thinking,
far beyond day to day realities. Foresight deals with not only the future, but the past and the present as well. Servant
leaders must learn from the past, be aware of the present, and be able to see the most likely outcome of a situation
in the future. Stewardship is essentially working together toward a common goal, in this case serving, and it
emphasizes openness over control. Commitment to the growth of people deals with a servant leaders natural desire
to help each and every individual grow to their fullest potential. Building community deals with communities within
communities. Servant leaders must show the way through a very specific community for the larger community as a
whole to benefit. (See evidence #27 Servant Leadership)
What is Servant Leadership? (n.d.). Retrieved April 22, 2018, from
https://www.greenleaf.org/what -is-servant-leadership/
28. Student will describe personal
application of the above theory
(Greenleaf)
29. Student will show knowledge of the
“Principle Centered Leadership”
theory by Covey
30. Student will describe personal
application of the above theory
Leadership Inventory Revised 08/22/2017 10
(Covey)
31. Student will show knowledge of the
“14 Points / TQM” theory of
leadership by Deming
32. Student will describe personal
application of the above theory
(Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin
34. Student will describe personal
application of the above theory
(Sashkin)
35. Student will show knowledge of the
“Individuals in Organizations”
leadership theory by Argyris
36. Student will describe personal
application of the above theory
(Argyris)
37. Students will demonstrate HDF 190 VIA In HDF 190, I learned about the 4 V’s. Grace’s 4 V’s model focuses on four main points: values, vision, voice, and
knowledge of the “4 V’s” theory of virtue. This model allows you to identify your core values, which for me are kindness, honesty, fairness, love, and
leadership by Grace (Center for social intelligence. For me, my values of social intelligence, kindness, and fairness allow me to act as an inclusive
Ethical Leadership) leader and team member. Through these values, you can develop a clear vision and voice. Vision would be what
you want to see changed in the community or world around you, such as movements that you advocate for or issues
that you want to see addressed and resolved. Your voice will allow you to create the change that you desire, which
can also be done through movements or simply spreading knowledge of the topic. Voice is your platform where you
can express your vision through your values. Virtue is the standard to which you hold yourself while using your voice
to make your vision a reality, and this is also shaped by your values. Virtue is how you go about creating the change,
such as how ethically or with how much integrity. The 4 V’s are clearly very dependent on one another, as all are
shaped by your values and all involve at least one other V, which causes you to use all the V’s in the end. (See
evidence #37 4 V’s)
Center for Ethical Leadership. (n.d.). Retrieved April 22, 2018, from
http://www.ethicalleadership.org/concepts-and-philosophies.html
38. Student will describe personal HDF 190 4 V’s A time that I used the 4 V’s that I learned about in HDF 190 was when I organized a fundraiser in honor of my friend
application of the above theory Julia Malsin who passed away from aplastic anemia when we were only 12 years old. I was provided a booth at the
(Grace) bone marrow drive here at URI where I handed out shirts, ribbons, and bracelets and talked to as many people as
possible about Julia and Julia’s Wings, the organization her family created after her passing. I also collected
donations and joined the national bone marrow registry along with many other students. I used my value of love
through appreciating the relationship I once had with Julia and honoring her in this way. I had a vision of bringing
aplastic anemia awareness to URI from the moment I stepped onto this campus, as leaving my hometown and being
unable to participate in all of the fundraisers we do for her there was a challenge for me. I knew that it was my
responsibility to create any form of fundraiser or to somehow raise awareness, and this was an amazing opportunity
to do so. I used my voice by setting up the table with information and by physically using my voice to spread the
word as far as I was able to. I was virtuous by holding myself to the standard I believe Julia would’ve held herself to.
(See evidence #38 Julia’s Wings)
39. Student will show knowledge of the
“Situational Leadership” theory by
Hersey & Blanchard
40. Student will describe personal
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 FLITE retreat At our FLITE retreat for HDF 190 at the beginning of the semester, we were given a handout about
Leadership Inventory Revised 08/22/2017 18
active listening techniques active listening and were spoken to about it by our peer mentors. Active listening involves being
engaged in those you are speaking with and listening to. You should refrain from sitting back in your
chair, as that appears as if you are not listening. Instead, sit forward and lean into them. Nodding and
saying things such as, “yeah,” “I understand,” “that makes sense,” or things of the like is another way to
show you are engaged in the conversation. You should keep eye contact and try to not look around at
things that may be distracting around you, as acknowledging those things would mean you are not fully
acknowledging the person to whom you are speaking with. Be sure to not interrupt, other than to
interject encouragement and words of understanding, and be sure to only do so during pauses.
Combining all of these aspects results in a conversation where the person talking to you feels
understood, listened to, and appreciated. (See evidence #109 active listening)
Active Listening: Hear What People are Really Saying. (n.d.). Retrieved
April 22, 2018, from
https://www.mindtools.com/CommSkll/ActiveListening.htm
110. Student will describe examples of using HDF 190 FLITE retreat, Servant Leadership At the FLITE retreat for HDF 190, we learned how to actively listen through handouts, information from
active listening skills speeches our peer mentors, and experience throughout the day. After this lesson, I made sure to always be
leaning in to the table when other members of my small group were speaking. I also made sure to have
and maintain eye contact with the individual who was speaking and to nod when I agreed to show that I
was truly listening. A specific example would be when we were discussing race, gender, sexuality, and
social class. This conversation can be difficult for some people, as it may reveal very personal
information about oneself. During this time, I made sure to be using my skill of active listening even
more than usual. This way, if anyone was revealing something that was difficult for them to speak
about, they knew I was listening and was there for them. Another time that I used this skill was when
we had to give our Servant Leadership speeches. I know for myself, it is very difficult to get up in front
of a group and speak, especially when most of the class is disengaged. For this exact reason, I made it
a point to actively listen to my classmates so that they would hopefully feel more comfortable and
confident. I sat forward and up, eager to listen to all they had to say. I made sure to keep eye contact
whenever someone looked over at me, and to smile so that they knew they were doing a good job and
that I was supporting them. (See evidence #110 retreat packet)
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques