Alexrossiinventoryfinal

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Alexander Rossi
Date Enrolled: September 2013
Date of Graduation: May 2016
*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.
Leadership Inventory Revised 8/30/2013
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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
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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.
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CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Notes
Only offered in spring for first-year students
or
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
Experience through Office of Experiential Learning & Community

Engagement
or
The only time the major and minor can overlap
Internship Class in Academic Major

or
CSV 302: URI Community Service
Capstone
3 credits
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
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
Portfolio
1 credit
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
HDF 492: Leadership Minor Portfolio
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
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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 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
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
GWS 150: Introduction to Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: First-Year 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, Multi-Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
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
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
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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
o Learning
o Teaching
o Personality
o Membership
o Leadership
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
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
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
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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.
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Outcome Category: Self-Leadership

Outcome
Target class
Additional Experiences
Descriptive notes regarding learning and practice
1.
Student will demonstrate

autonomy and a minimized
need for approval
HDF 290
Academic Chair for Zeta Beta Tau

Fraternity
As Academic Chair for ZBT, I am required to hold study hours for brothers whose GPAs are below our standards
(2.50) for four hours a week. I have other jobs as Academic Chair; however, no Academic Chair in the past has
stepped up and tried help brothers improve their academics. I took it upon myself and chose to create tip sheets
for all brothers in preparation for the upcoming exam period to help brothers understand how to manage their time
as well as how to study. Furthermore, I also created an Academic Information sheet for all new brothers. New
brothers were required to fill it out completely and have a one-on-one meeting with me to go over their classes this
semester. Seeing as majority of the new brothers are freshman, I found this meeting extremely beneficial to them
because I discussed with them their adjustment to college and their study habits.
Evidence #1
2.

personal, organizational, and
academic examples of selfdiscipline
HDF 290
Academic Chair for Zeta Beta Tau

Fraternity
As Academic Chair for ZBT, I made it my goal to work with struggling brothers to improve their grades. However, I
did not only see this as raising peoples GPAs. I saw this as teaching brothers how to manage their time better. I
feel that my time management ability is the reason for my academic success. I learned at a young age the best
way for me to manage my time because I was so involved in high school. I played three sports, performed in plays
every season (fall, winter, and spring), was the treasurer for my student council senior year, was a peer tutor for
math, and was one of 10 students to enroll in all IB/AP classes my junior and senior year. I learned the best way
for me to manage my time; however, I know that my time management strategies will not work for everyone, but
my idea is that if you don't have the tools to accomplish a task, it will never be accomplished. By making a sheet of
the different ways I manage my time and giving it to everyone, I feel that I am providing the tools for brothers to
figure out what strategy works best for them.
Evidence #2
3.
Student will demonstrate the

ability to manage emotions
HDF 290
ZBT Elections
During elections this year, many of the discussions became extremely heated. People were screaming at each
other from across the chapter room and calling people out for things in the middle of discussions. It was an
extremely stressful time for many people because elections determine the fate of our fraternity for the next year. I
felt I was able to manage my emotions fairly well. I was able to look beyond my personal biases and choose the
person best qualified for positions and not just vote for my friends.
Evidence #3
4.

knowledge of stress
management methods
HDF 290
Stress management is something many people struggle with on a daily basis. I feel that the largest reason that
people struggle with stress is that they do not know how to manage their time properly. A lot of times when people
are stressed they say its because they do not have enough time to do everything; however, everyone has the
same amount of time during the day (24 hours). People just choose to spend their time doing other things. The
problem is that people do not know how to manage their time properly to allow them to get all their assignments
done. If people understood the proper way to manage their time, their stress would diminish.
Evidence #2
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5.

ability to manage stress
HDF 290
Like most students at URI, I get stressed because I have lots of classes and assignments to keep track of in order
to be successful. My way of managing my stress is through my ability to manage my time. I use my calendar and
planner for everything especially my classes and extracurricular activities. I block out time for when I have class,
meetings, and work; I plan out time for me to study, to go to the gym, to hang out with my friends, and many other
things. I feel that my ability to plan out my week through a calendar, I am able to take away extra stress that would
make it more difficult to get all my work done on time.
Evidence #5
6.
Student will express a

personal code of leadership /
membership ethics
ELE 400
In ELE 400, Introduction to Professional Practice, Dr. Vaccaro tasked us with defining our own Code of Ethics and
compare it to that of the Institute of Electrical Engineers (an organization that sets a standard of what is expected
of all Electrical Engineers in the workplace). This was a challenging task because I had never really thought about
my own personal code of ethics. Upon reflection, I decided to use my strengths found from Strengthsquest to help
me define it. For instance, my top strength is learner meaning that I enjoy the process of learning and better myself
and those around me. So I feel this relates to my personal code of ethics because it means that I enjoy the
process of personal and group development where individuals and organization work to learn more about
themselves and how to become better version of themselves. Another one of my strengths is competition meaning
that I enjoy the process of competing against others and myself and in this competition; we challenge each other to
become better versions of ourselves. I am always pushing myself to do my best and to not slack off with my work
because that is the only way I can grow.
Evidence #6
7.

practice of the personal code
of ethics
ELE 400
URI 101 Mentor
When I was a URI 101 mentor, one of the first things the professor I worked with had us do was share our own
code of ethics with our students. The point that I really stressed to my students was the idea of having discipline
with themselves. I told them about my freshman year and what the adjustment from high school to college is like
and how you are going from a time in your life where you have a lot of structure in your life with high school to a
time where you have little to no structure. College is a time of self-discovery and you often times student do a little
too much self-discovery and forget that we are mainly here to get an education. Now I wasn't saying to them that
they cant have fun or roam free, I was trying to stress the idea of having balance in their life. In order to be
successful here in college you need to be able to balance your academic, social, and professional life. I showed
them my weekly schedule and how I plan out times for everything. I stressed that they didn't have to do exactly
what I did, but they should build some sort of system where they can organize their life to make sure they
accomplish everything they want to do in college.
Evidence #5
8.
Student will express a

personal values statement
BUS 441
This I Believe Essay
One of the first assignments give to us in BUS 441 was to write our own This I Believe essay where we state our
beliefs. I have always believed that doing your best and failing is better than slacking off and succeeding. The
Machiavellian philosophy of the ends justify the means has never sat with me well. It is not the end goal that
determines the success of a leader, but rather what he or she did to get to the end goal. I have not always had this
belief, but this believed was developed midway through college. I had gone through most of my life skating by not
studying and still excelling academically; however, in the spring of my sophomore year my lazy study habits caught
up to me when I started taking major classes. I had not developed solid study habits so when I started taking more
challenging courses, I struggled. On top of that I overextended myself by getting involved in too many things so I
didn't even have the time to create new study habits. Now as a Senior in college I have had to get less involved
and spend more time getting my studying together and getting ready for the real world.
Evidence #8
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9.

ELE 480 & ELE
practice of the personal values 481
statement
Thank you letter to grad school

professor
This spring I was admitted to Boston University, North Carolina State University and Johns Hopkins University for
graduate school. All three schools have very prestigious programs, which is why with the limited funding they have
for graduate students, I did not receive any funding from the schools. Nevertheless, I still wanted to go to graduate
school next year. After much deliberation, I decided that Hopkins was my top choice so I flew down to Baltimore
Maryland to meet with some professors and see if they had any research money they could offer me. I met with
two professors, Dr. Iglesias and Dr. Hermansky, to ask about funding; however, they regretted to inform me that
they did not have anything to offer me. Dr. Hermansky, however, did offer me some great advice. He told me I
should work for a year and have a company pay for my schooling, which is what I am going to do. When I got back
from Baltimore, I wrote a thank you letter to Dr. Hermansky and Dr. Iglesias for their time and for the advice I
received from them. I feel this lines up with my value statement because even though I was unsuccessful in finding
funding for graduate school, I learned a lot about myself and who I am as a person.
Evidence #9
10.

ability to lead a project from
start to finish (follow-through)
BUS 441
Group Project
For my Business 441 project my group was given the task of teaching a entire class about the Great Leaders
Throughout History. When we formed our group, none of us knew each other so I decided to take the lead in the
group. I worked with my teammates to plan out an agenda of what we wanted to cover in the class by first asking
them, What is the end goal of us teaching this topic? What do we want the others students to take away from this
class? Upon figuring out the answer to that question, we started planning out what we wanted to cover by
incorporating videos, games and discussions on the topic. The first part of our teach was us assigning the class
homework where they had to think about a great leader in history and answer two questions about that leader:
Why were they a good leader and how can you relate to this leader? The students had to complete the
homework prior to coming to class and at the start of class we broke the students into groups of 4-5 students to
discuss their homework. After the small group discussions, we then discussed the assignment as a class. Upon
completion of the discussion, my teammates and I started to lecture the class on different leaders in history and
what made them good leaders. After the discussion we watched a video about leaderships qualities of great
leaders which followed by a debriefing session about the video. Following the discussion, we played a game of
Jeopardy I made we the student would learn about different leaders in history. After the game, we watched another
short video about some of the great leaders in history, which again followed up with a debriefing session about the
video. The final element of the class was a 1-Minute Question where the students had to give a short response to
the question, Who is a leader in great leader in your life and how have they made an impact on your life. Upon
completion of teach the professor debriefed us on our work and gave us constructive criticism which we will use in
the response paper we have to write about the teaching.
Evidence #10
11.
Student will describe goals

and objective statements
regarding personal issues,
career issues, and community
issues
ELE 480 & ELE

481
As I come to the end of my leadership journey and my undergraduate career at URI, I have finally deciphered my
plans for after I graduate. I will start working in Newport for the Navy as a civilian engineer for a year and then, go
to graduate school at Johns Hopkins University in Fall 2017 to pursue my Masters degree in Electrical
Engineering with a focus in Signal Processing. Going forward, I will remember everything I have established with
my identity and my leadership style, and I will bring these beliefs and principles with me in the future. When I start
my graduate program in Fall 2017, I will be focusing in signal processing, a branch of electrical engineering which
polls meaning from abroad sources of data that are all around us. Signal Processing is at the heart of our modern
world through modern communications, modern entertainment, tomorrows transportation, and many other things. I
will be beginning to further my learning in this area by working for the navy in helping design next-generation
technology for our submarines giving me real-world experience. I will then attend graduate school at Hopkins to
gain more theoretical knowledge on this topic. My experiences over the next couple of year will prepare me for
whatever future holds.
Evidence #11
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12.
Student will show evidence of

goals and objectives that were
planned and achieved
ELE 480 & ELE

481
13.
Student will show knowledge

of the Hierarchy of Needs
theory by Maslow
BUS 441
Capstone Project
The capstone class for engineering students is basically a yearlong project sponsored by a company or a
professor so for an entire year, my partner and I worked for the Naval Undersea Warfare Center in Newport, RI.
We are in constant communication without technical directors where they can advise us on the project and help us
make smart engineering decisions when designing the project. During this time I took on the lead on this project
because I knew after 1 meeting with my partner that I would be keeping him on track for everything because he
likes to do things at the last minute and for this project, we cant really do that. We have to plan out when we are
going to do things and how we are going to get them done. I designed a Gantt Chart to help us plan out tasks and
the timeline for each to make sure we stay on task for this project.
Evidence #12
According to Maslow, the Hierarchy of Needs theory is like a pyramid, where the individual starts at the bottom and
makes their way up to the top in a process of needs and where the will and needs of an individual will guide them.
Ultimately, Maslow theorized that individuals are motivated to achieve certain needs. The bottom of the pyramid
starts with basic or physiological needs, where an individual will strive to obtain things such as food, water,
shelter, and warmth; the basic needs of survival as their first step in their journey in the hierarchy of needs. The
next level in the pyramid is safety, where individuals will aspire to meet needs such as security, stability, and
freedom from fear. Next in the pyramid is belonging/love, where after an individual meets basic needs and
physiological needs, they will aspire to find people to support them such as friends, family, or even a love it is in
this stage where one seeks affection. Once an individual has found love and support from others, an individual will
strive to achieve and earn recognition, mastery, and respect it is this stage in the life of an individual where one
aspires to create themselves. The final stage of Maslows theory, after every level of the pyramid has been
reached, is self-actualization. It is this stage of the development of an individual, where one seeks fulfillment in
what they do. It is here where one pursues their inner talent and has realized their goals, values, and life
aspirations. It is here uses their needs they have achieved to make the most of their lives and themselves.
Evidence #13
14.
Student will show application

of Maslows theory to own life
BUS 441
BUS 201 - Extra Credit Lecture

about the Big 4 Accounting Firms
When I was taking Financial Account my sophomore year, Professor DAdamo offered an extra credit assignment
to my class where we could attend a information session about the Big 4 Account firms. While I am not an
account major, I figured it could hurt to get some extra credit and the lecture could be interesting. The firm that
came was PricewaterhouseCooper or PwC a company where many URI alumnus work. The former students at
URI spoke about their experience as an intern there and how they really grind their interns and new employees
making them work 60 to 70 hour work weeks. Upon hearing this I didn't understand how anyone would want to
work there, but about 5 minutes later they talked about all the benefits the company offers to its interns, such as a
free trip to Disney world after tax season along with great pay and benefits to employees who make it through the
crazy first couple of years. Thinking about this lecture 2 years later, the environment at PwC reminds me a lot of
Maslows Hierarchy of Needs theory. The interns, those at the bottom of the pyramid, are doing anything possible
to survive and move up in the company. They are searching for the food, water, and sleep that will help them
survive this grind and move up in the company. If you can survive the grind at the bottom for a year or two, you
move up to a little bit of safety where you still work a lot but you are only doing around 50 hour weeks and you do
less grunt work. Surviving the these bottom two parts of the pyramid is a difficult task, but the rewards are great
and once you reach the belonging/love you have made it over the hump and start to thrive in the company.
Evidence #13
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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.)
HDF 290
Strengthsquest
In HDF 290, I got my first taste of the Leadership Minor but taking Strengthsquest. Upon taking it, I found my
strengths were: Learner, Achiever, Competition, Discipline, and Consistency.
Learner Learning new things excites me; whenever I feel I do not know or understand a concept, I have this
drive to understand the concept.
"I like to listen. I have learned a great deal from listening carefully. Most people never listen." - Ernest Hemingway
Achiever I feel the need to try to accomplish something every day; I have a passion to achieve something every
day.
"Nothing stops the man who desires to achieve. Every obstacle is simply a course to develop his achievement
muscle. It's a strengthening of his powers of accomplishment." - Thomas Carlyle
Discipline I work better with structure in my life; it brings a sense of order and precision to everything I do.
"Effective leadership is putting first things first. Effective management is discipline, carrying it out." - Stephen
Covey
Competition It pushes me to always give my all to everything I do.
"If you ain't first, you're last" - Talladega Nights, Ricky Bobby
Consistency It makes me keenly aware of the need to treat people the same by setting up clear rules for myself
and other and adhering to them.
"Consistency requires you to be as ignorant today as you were a year ago." - Bernard Berenson
Evidence #6
16.

of the theory of
Superleadership by Manz &
Sims
17.
Student will show application

of Manz & Sims theory to own
life
Outcome Category: Leadership Theories

Outcome
Target class
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18.

of the Authority and
Bureaucracy theory of
leadership Weber
HDF 290
According to Webers Model for Bureaucracy, there are three main types of social authority: charismatic,
traditional, rational-legal. Charismatic authority grows from the leaders personality, and individual charm. A
leaders personality and individual charm directly influences the people below them because they believe in that
particular leader. It is said that this leadership only exists however long as their followers believe in them. What
Weber is saying is that with this particular authority style if the leader does not have nice, relatable personality
traits then his/her peers will often not believe in him/her. This leadership style is most common in family and
religious environments. Traditional authority is the most common type of social authority, and according to Weber
is the authority of the eternal yesterday. This describes a very powerful leader who has always been accepted
into this position. For this theory to be successful, the peers of the leader must not challenge the leader, and as a
result the leader will remain in power. This authority style is most known in patriarchal structures. Lastly, the
rational-legal authority is where an individual or institution exerts power by virtue of the legal office that they hold.
According to Weber, it is the authority that demands obedience to the officer rather than the office holder; once
they leave office, their rational-legal authority is lost. Essentially, this style states that by law a person who is
qualified legally to lead shall lead, this can occur from degree in school obtained, personal connections or just
loyalty to the company.
Evidence #18
19.

application of the above
theory (Weber)
HDF 290
A personal application of Webers theory of Authority and Bureaucracy would be my work environment at my
internship with the NUWC. I have been interning there since this past July and I have been able to get a pretty
good understanding of the breakdown of the work for this company. At NUWC, I am listed as an ND-1 which is
reserved for all interns and non-tech staff. Above me are ND-2 which spans from recent college graduates with a
bachelors degree in an engineering field to engineers, with just a bachelors degree, who have been there for
about a year. Above them is ND-3 which is reserved for engineers, with just a bachelors degree, who have been
there for more than a year to engineers, with a masters degree with 1 year of experience. Above them is ND-4
which ranges from engineers with masters degree and more than a year of experience to engineers with a PhD
with less than 15 years of experience. Finally at the top is ND-5 which has a limited number of spots across the
company and at a minimum the engineer needs to have 15 years of experience and a PhD. The ND-1 to ND-3
perform majority of the actual design work for the company and the ND-4 and ND-5 do majority of the planning and
managing of the lower level engineers holding weekly progress report meetings to make sure the employees are
on track with their work. All employees of all rank attend these weekly meetings and these meetings can range
from software and hardware meetings to overall system meetings about the overall product.
Evidence #18
20.

HDF 290
of the Scientific Management
theory of leadership by Taylor
Fredricks theory was all about trying to increase the effectiveness, happiness, productivity, and earnings of
workers. He believed that a small amount of skilled and better-trained workers could do the work of a large group
of undertrained workers. His theory is comprised of four main principles. First, stop using the typical work methods
and use methods based on actual scientific study. Second, scientifically select, train, and develop the workers
rather than letting them train themselves. Third, work with the workers to ensure that scientifically developed
methods are being followed. Fourth, divide the work between the managers and worker. The managers apply
scientific management principles to the work and the workers actually perform the task.
Evidence #20
!15
21.

theory (Taylor)
HDF 290
22.

of the Management by
Objectives theory of
leadership by Drucker
HDF 290
23.

theory (Drucker)
HDF 290
Waiter at Spain of Narragansett

Restaurant
At Spain of Narragansett, I am a waiter. I started working there in the summer of 2010 as a busboy. Like most
organizations, people get promoted after a certain time based on their experience. During my first two years, we
had six or seven very good busboys at the restaurant and the high-up employees enjoyed working with us;
however, when all those busboys were promoted to waiters, myself included, they hired fifteen new busboys that
did not have the same motivation as past busboys. They treated the job as something to pass time and not
something to try to excel at. Fifteen busboys struggled to do the same job that seven busboys did on a regular
basis. They would work for a year and then choose not to come back and the next year the owner would hire the
same type of workers for busboys, which started a cycle. Instead of trying to hire qualified busboys who are
motivated, he keeps hiring incompetent busboys who do not want to work, which has caused a great deal of
conflict among other employees. Busboys have a simple job that does not require really any skill, just motivation to
do the work and to become the best you can be. People have talked to the owner about this problem; however, he
has done nothing to try to fix it.
Evidence #20
Management by Objectives (MBO) is a leadership theory where a leader defines objectives within an organization
so that the management and employees understand what is expected of them in certain positions and what they
need to do in order to achieve the objectives. MBO makes people think of goals that they can accomplish in the
short run. These goals should follow the SMART method: S for Specific, M for Measurable, A for Achievable, R
for realistic, and T for time. When goals are set based on the SMART method, it is far easier for individuals to
complete them because they have put the time in making sure the goal fits the situation. The goal has to be able to
be achievable in certain time restraints and the goal has to be specific about what is considered successful. This
leadership theory has many applications every day, such as when you are working with a group. You must set
specific goals for the group each time you meet because it is easy for a group of people to get distracted in
discussion. The objectives could be verbal or written as long as they are stated in some form. The only thing that
matters is that goals are set for the group to achieve that when added together create the whole project.
Evidence #22
COM 100H
This current semester I am enrolled in COM 100H with Dr. Torrens. In this class we discuss communication with a
focus on poverty. One of our final projects was a group project where we had to explain what life is like for a certain
family in poverty. My group was given an immigrant family living in Fresno County, California in the year 2000. This
was an interesting project because I was the only sophomore for the project; I worked alongside four female
freshmen. I found it very entertaining to work with them because they were extremely intense on starting the
project early and meeting everyday to work on the project to make sure we didn't fall behind on any work. I tried to
explain to them that we don't need to meet every day to work on the project. We only need to meet like once or
twice a week to work together on the project. As long as we establish roles for the project and goals for each
member to accomplish before the next time we met we would be fine. We would do research on our own and
combine our results from the various topics: family life and the communication there, work life and the
communication there, finances, the journey to the US, and the communication between the family and society. I
was given the task of researching the finances and building the familys budget. I feel that my experience from last
year at college I was able to show my group members the way many group projects are done in college: by
assigning roles for individuals and giving each member goals to accomplish before every time the group met.
Group projects in college and in life in general are done a lot of times through management by objectives.
Evidence #23
!16
24.

of Theory X and Theory Y
theory of leadership by
MacGregor
HDF 290
25.

theory (MacGregor)
HDF 290
26.

of the Servant Leadership
Greenleaf
HDF 290
27.

theory (Greenleaf)
HDF 290
These theories allow employers to classify workers into two broad categories based on their work ethic. Theory X
states that workers are lazy and avoid responsibility; therefore they need to be micromanaged in order for them to
accomplish tasks. Theory Y states that employees enjoy working and accept/seek out responsibility; therefore,
they need space and freedom to develop their imagination and to be innovative.
Evidence #24
Academic Chair Zeta Beta Tau
Fraternity
As Academic Chairmen I have to hold study hours every week for four hours where brothers below 2.5 have to
attend. During this time, we go to the library and sit relatively near each other so I can monitor if brothers are
actually doing their work. So brothers are highly motivated to raise their GPA and I give them the freedom to work
freely on their own because I trust that they will stay motivated and accomplish all their work in the allotted time
frame. Other brothers I feel the need to micro-manage them because I know if I do not check up on them every
once in a while, they will be on Facebook or Twitter not accomplishing their work. Its not that I enjoy managing
their every movement, but I know that if I want them to stay motivated and actually get their work done, I have to
stay on top of them to keep them focused.
Evidence #24
Greenleafs Servant Leadership was designed with the needs of others in mind and is built off the idea of leaders
improving themselves by serving others. This theory helps leaders find their true power and moral authority to lead.
It helps the servant become healthier, wiser, freer, and more independent. Servant Leadership is based off ten
principles: Listening, listening to what a person it trying to communicate verbally or physically; Empathy, listening
and trying to understand what a person is trying to say, then empathize with them; Healing, mending the
relationships with yourself and the people around you; Awareness, being aware of the people around you: their
strengths, weaknesses, feelings, and values; Persuasion, convincing people to do things not because you want
them to do it, but because they want to do it; Conceptualize, being able to see the big picture and thinking not just
one step ahead, but ten steps ahead; Foresight, thinking about the outcomes of something and what it will take to
get there; Stewardship, committing to service of others; Commitment to the Growth of People, watching people as
they grow and help them grow even more; Building Community, when working with people, you make sure
everyone sees all the different things the individuals there can offer to the group.
Evidence #26
URI 101 Mentor
As a URI 101 mentor, my goal was to give my students the best experience possible during the time we were in
URI, but easing the transition to college for them. I needed to exhibit many of the qualities of Servant Leadership in
order to do this, such as commitment to the growth of people and awareness.
For commitment to the growth of people, I had to watch my students begin to grow during the first couple of weeks
of URI and make sure they did not plateau for growth. I had to constantly challenge them to improve themselves
and their classmates every week by pushing them to do more at URI and in their classes. I would not let them
settle for the mediocrity many students grow accustom during college. I wanted them to be driven to work their
hardest in everything they do on a daily basis.
For awareness, I had to understand who my students were individually. Every student is different and therefore
each student needed different guidance. Some I really had to push them to excel because without that guidance, I
knew they would not succeed. Others, I could give them a little guidance in the beginning and let them use their
creativity to explore themselves, others, and URI. Every student is different: different strengths, weaknesses,
feelings, and values. It was my job as their mentor to push them to their fullest potential.
Evidence #26
!17
28.

of the Principle Centered
Leadership theory by Covey
HDF 290
Principle Centered Leadership is based on eight characteristics. First, leaders are continuously learning: from past
experiences of self and others, from classes taken to improve knowledge, and from asking questions. Second,
leaders are service oriented; they wake up every morning with the mission of helping someone in need. Third,
leaders radiate positive energy. They are cheerful, optimistic, and enthusiastic; they know they can change
negative energy and they act as peacemakers in conflict. Fourth, leaders believe in others. They are aware of
individual weakness, but do not judge others for them; they believe in untapped potential. They do not label
anyone into certain categories and choose to give everyone an equal chance. Fifth, leaders live balanced lives by
keeping up with the news, their friends, and their health. They enjoy life and see the good and bad in everything,
but still live in the present. Sixth, leaders see life as an adventure with many bumps in the road. They give people
second chances and do not judge others for good or for bad for their mistakes. They look at the environment
around them in new ways to find the more efficient way to complete tasks. Seventh, leaders put the well being of
group before individual well being. They are able to get people to work together productively by complimenting
their strengths and supplementing their weakness and can react compromises that benefit both parties. Eighth,
leader practice self-renewal. They perform both physical and mental activity to be in the best shape possible.
Evidence #28
29.

theory (Covey)
HDF 290
I feel the way I lead me life is in line with the theory of Principle Center Leadership. As you might know, my top
strength is Learner, which means that I enjoy learning new things and using them to better others and myself. I
want to learn as much as I can because with a larger knowledge base, one is able to understand more things and
make a larger difference in the world. I am always looking to see what I can do for others because that is just how I
was raised. I went to Catholic school my entire life so the Christian values have been instilled in me from birth
basically and one of the main values is serving other and putting them before yourself, which is something I try to
do every day. I like to give people second chances and the benefit of the doubt because I know do mess up and
sometimes it is not their fault. They have been dealt a bad hand and they are just trying to get by with the tough
situation they are in. However, I feel my biggest quality of Principle Centered Leadership is my ability to lead a
balanced life. I am taking 20 credits this semester (3 credits for CSV 302), which means I have to stay on top of all
my school work every day so I do not fall behind. I have to build a regimented schedule so I can get all my work
done and do all the other things I want to do. I am a member of Zeta Beta Tau Fraternity, a member of the
Interfraternity Council, I have a job on campus, and I am a sophomore Electrical Engineering major with minors in
Math, Physics, Leadership Studies, and Business. I know how to live a balanced life because that is what I do on a
daily basis. My life is a giant balancing act where I have to keep track of all the different things going on each day
and making sure I accomplish everything I am supposed to accomplish.
Evidence #28
30.

of the 14 Points / TQM
Deming
HDF 290
The 14 Points is a ground up method on Total Quality Management. By working through all fourteen steps, you
can create a successful and fruitful company. The 14 points are as follows; 1. Create constancy of purpose for
improving products and services; 2. Adopt the new philosophy; 3. Cease dependence on inspection to achieve
quality; 4. End the practice of awarding business on price alone; instead, minimize total cost by working with a
single supplier; 5. Improve constantly and forever every process for planning, production and service; 6. Institute
training on the job; 7. Adopt and institute leadership; 8. Drive out fear; 9. Break down barriers between staff areas;
10. Eliminate slogans, exhortations and targets for the workforce; 11. Eliminate numerical quotas for the workforce
and numerical goals for management; 12.Remove barriers that rob people of pride of workmanship, and eliminate
the annual rating or merit system; 13. Institute a vigorous program of education and self-improvement for
everyone; 14. Put everybody in the company to work accomplishing the transformation.
Evidence # 30
31.

theory (Deming)
!18
32.

of the Visionary
Leadership (now often cited
as Transformational
Leadership) theory by
Sashkin
HDF 290
33.

theory (Sashkin)
HDF 290
34.

of the Individuals in
Organizations leadership
theory by Argyris
HDF 290
Visionary Leadership is something that can have a huge impact on the world around us today. From Henry Ford to
Steve Jobs, Visionary leaders have the potential to change the world in ways we could never imagine because of
their imagination.
A visionary leader has specific characteristics that make them successful leaders. Visionary leaders inspire others
because they are inspired themselves. They are excited about the possibility of creating an exciting future for
themselves; they wake up every morning with goals of making a difference in the world. Visionary leaders are
optimistic. They see opportunities in everything that happens, positive or negative; they seek the valuable lessons
contained in every problem. They never experience failures, but instead they write them off as learning
experiences. Visionary leaders have a sense of meaning and purpose in each area of their lives. They have clear
written goals for everyday and how they are going to accomplish them: they are goal-directed. Visionary leaders
accept personal responsibility; they never complain, and never explain why they did certain things. Instead of
making excuses, they make progress. Visionary leaders see themselves as victors over circumstance rather than
victims of circumstance. They do not blame others when something goes wrong; they instead focus on a solution.
Visionary leaders are action-oriented; they are constantly in motion. They will try many different things until they
find a solution that works; they persevere through everything. Visionary leaders have integrity; they tell the truth at
all times. They live in truth with themselves, and they live in truth with others.
Visionary leaders are the real change of the world because of the thirst for innovation and their ability to persevere
through everything.
Evidence #32
ZBT Executive Board 14
The past two weeks in ZBT have been elections. We finally finished electing our new executive board and as soon
as we did, our new President and head of the executive board, Kyle Sirois, told all of the new board that he wanted
all of us to meet as a group to discuss what our roles on exec would be and our goals for our position and as a
member of the exec board.
Right from the start of the meeting with Kyle, I could tell that he embodied the qualities of a Visionary Leader. The
two that were most apparent were his goal-oriented and action-oriented philosophy. He fully believes that every
member of the exec board needs to set up goals individually and for the board in general even before the first exec
meeting. I remember he said something to me along the lines of, If you dont have goals for yourself and for the
board, then what are you striving to accomplish? You need to have goals for yourself everyday because they keep
you focused on the end goal. Kyle is also very much action-oriented. During the meeting he stressed the idea to
everyone that we as an exec board need to be pro-active. We cannot wait for problems to arise or for someone
else to fix them; we must seek them out and fix them early on when they are smaller.
Evidence #32
Organizations are comprised of many different types of individuals with differing opinions that when brought
together achieve a collective goal. The structure of the organization determines how the individuals are brought
together and individuals relate to one another. The success of the organization is dependent on each individual
working together to achieve a common goal. When people of differing backgrounds, perspectives, and
personalities are brought together, often times there is tension among the members of the organization. However,
if the members of the organization are able to be tolerant of peoples individual views and understand where those
individuals are coming from, ideas can be synthesized together to create new perspectives that might not have
been achievable with the differing opinions. Individuals pulling in different directions will have a detrimental impact
upon the organization achieving its mission.
Evidence #34
!19
35.

theory (Argyris)
HDF 290
36.
Students will demonstrate

knowledge of the 4 Vs
theory of leadership by Grace
(Center for Ethical
Leadership)
HDF 290
IFC
This year, I am currently the Alumni & Archives Chair for the Interfraternity Council. Seeing as the majority of IFC is
a senior and I am the only sophomore, I am the youngest member of IFC this year. I feel that being the youngest
has allowed me to have some influence on IFC. I have only been a member of Greek Life at URI for one year so I
bring a whole new perspective on many issues that the seniors do not have and I can tell without a doubt that
President Rob Marshall really wants to get my views on the many issues. He has made sure that everyone,
especially me, is able to voice his or her concerns on issues that arise within Greek Life. Rob does an excellent job
at keeping everyone involved in decisions to make sure every decision made has been discussed thoroughly.
Evidence #34
The 4 Vs are all about knowing yourself and your values, having a vision of what you want to do, and then using
your voice to, as an ethical leader, to be articulate and persuasive with your words in order to convince others. The
4 Vs are all about being an ethical leader or a leader in touch with his or her core values, and using ones values,
vision, and voice to work for the common good. Dr. Grace stresses that ethical leaders have to be aware that they
become what they practice. They need to strive everyday for what is just and good. This will allow an ethical leader
to develop the character of virtue.
Dr. Grace also believes in three additional elements that connect the values, voice, and vision. Service, choosing
to work for the good of others, connects ones values with ones vision. Polis, the Greek word for city and the root
for the word politics, allows us to give voice to our vision in the context of a public act engaging us in the art of
politics. As voice returns to values, the territory of our work changes to renewal. As we express our voice in
multiple ways, we need to break from the action on a regular basis to consider if our actions are congruent with our
values and virtue.
Evidence #36
!20
37.

theory (Grace)
HDF 290
38.

of the Situational Leadership
theory by Hersey & Blanchard
HDF 290
39.

theory (Hersey & Blanchard)
HDF 290
Intramural Soccer
The past two years I have played intramural soccer with my fraternity brothers. Last year, when we were playing
outdoor soccer we were playing an extremely dirty team that constantly hit us during the game. At half time, the
score was tied and members of our team were upset with how aggressive the other team was playing. They
wanted to fight back and drop to the same level as the other team. I knew I did not want to drop to their level
because I knew someone would get hurt, so I told my team at half time that if anyone tries to play dirty back, I
would substitute them out. The players that were most infuriated about how the other team was playing started on
the bench so they could cool down before they started playing again. I talked to the refs before the second half
started and they said they would try to call the game stricter. Within the first couple of minutes, a member of my
team slide tackled a player on the other team far too aggressively and as soon as that happened, I substituted him
out, as I said at half time I would.
I feel I exemplified the 4 Vs model of ethical leadership during this soccer game by realizing that, even though I
might have wanted to fight back against the other team for being too aggressive, as a leader of the team I could
not stand for brothers of ZBT going against some of our core values, such as service. We as brothers of ZBT
believe that even without our letters on, we should always be decorous. When I saw some of my brothers going
against the values and vision of our fraternity, I have to speak up and stop them from doing this.
Evidence #36
Situational Leadership is all about providing ways to lead people depending on the situation. Different situations
require different forms of leadership. Some situations require leaders to be more direct with their leadership and
tell followers what the leader wants to accomplish and how to accomplish it. Other situations require leaders to be
salesmen; the leader provides information and direction, but with more communication because the leader has to
sell the idea to them. Some leaders have to be have to focus on the relationship and less on the direction for
certain situations. The leader becomes part of the team and shares the decision-making responsibility as a
participant. However, some situations need the leader to be a delegator and put the responsibility on the group.
The leader still needs to monitor the group to make sure the task is making progress, but they are less involved in
decisions. Determining which leadership style depends on the maturity level of the group and their competence
and commitment to the task.
Evidence #38
ZBT Fraternity VPs
In ZBT we have two Vice President positions whose positions are design to follow Situational Leadership. For
instance, the Vice-President of Administrations job is to make sure his three executive positions, treasurer,
secretary, and house manager, and seven chair positions, fundraising, historian, webmaster, awards, IFC
representative, public relations, and risk manager, are doing their jobs properly. For certain positions, he must be
direct and tell them what to do, such as secretary. If the secretary isnt taking minutes for meetings, setting up the
master calendar, and updating the contact list, it is the VPAs job to tell the secretary where he is slacking and
where to improve. For other positions the VPA has to be a participant and work with the brother in the position and
share decision-making responsibilities, such as treasurer. The VPA is required by our constitution to work with the
treasurer to create the yearly budget for ZBT (listed in different part of constitution). The VPA also does some
delegating with all his chairs at least every other week because he is required to meet with his chair positions biweekly to discuss the different things they are trying to accomplish or have accomplished. He is there to advise
them with all their endeavors related to their position in different ways depending on their situation. The VPA is
basically an overseer of many things that happen in our fraternity and depending on the situation, he leads
brothers differently.
Evidence #39
!21
40.

of the Relational Leadership
model by Komives, McMahon
& Lucas
The Relational Leadership model by Komives is all about creating relationships with others and using those
relationships to work towards a common goal. This theory stresses the idea that relationships are essential to
effective leadership, which is based on five components. Inclusive is all about listening to everyone and their
diverse points of view. Empowering is all about boosting other peoples confidence in themselves by making them
feel important to the group. Purposeful is about committing to your goal or activity and being able to collaborate
with others to accomplish the goal. Ethical is about leading others with moral goals and standards. Processoriented is about being able to lead other in three ways: in the process of forming the group, in the process of
maintaining the group dynamic, and in the process of reaching the goal as a group.
HDF 290
!
Evidence #40
41.

theory (Komives et al)
HDF 290
MTH 243
The way I express relational leadership is by being honest, by being able to listen to others, and by being as
helpful as possible. If I see someone that needs help with anything, I feel this need to go support him or her. I see
myself as someone who puts others before myself. If I see someone needs help with something like standing up
for what is right or needs help being pushed to his or her full potential, I will go out of my way to help him or her.
In my calculus class last year, I saw a student struggling to understand the material, so after class I sought him out.
I talked to him and found out why he was having trouble with the material. I told him I would help him outside of
class and we set up a time for us to meet so I could go over the material with him to help him understand it. I
connected the work we were doing to the real world by giving him real life examples of how this would apply. I
empowered him with new knowledge and he was able to improve him test grade significantly. I ended up working
with the student for the rest of the semester with the calculus homework. When the semester ended, the student
thanked me for all I had done to help him succeed in the class. We are still friends now and looking back on it, I am
glad I sought him out and offered my help. I connected so well with this student because we saw things the same
way and I was able to help him succeed in an area where he was struggling. I was able to help him reach his full
potential.
Evidence #40
!22
42.

of the concept of
constructivism
HDF 290
43.
Students will describe

personal examples of
implementing constructivism
HDF 290
Constructivism is a philosophy, pertaining to education, based on the idea that an individual constructs meaning to
something through individual experiences and then reflecting on the experience to understand the overall meaning.
Constructivists believe that in order for people to fully understand knowledge they are learning, they have to first
process the new information based on what they already know, who they are, and their own unique experiences.
This new knowledge will either be discarded because it does not offer any new insight on a topic or it will be kept
and possibly changed a previously conceived notion. Constructivism allows individuals to be the creators of their
own knowledge. Constructivists must constantly reassess everything they know by asking questions, exploring,
and researching in order to fully learn. Constructivists focus on the knowledge of HOW to learn and not WHAT is
learned.
Evidence #42
Freshman Orientation
During the summer of 2014, I was given the opportunity to be an orientation leader where I would get to help new
students get excited about college, register for classes, and many other things. The logistical end of orientation
was easy for me to accomplish because I excel when I am given a specific set of task to accomplish and a timeframe to accomplish them; however, the student interaction was the part I was most nervous about. I knew what I
needed to accomplish but I didnt know the best strategy for me to accomplish my goals. My team leader, Sarah
Moffitt, was the biggest asset because she helped me develop a good strategy that would allow me to excel as
well as allow my students to have the best possible experience at orientation so they would be excited to come to
URI.
Evidence #42
44.

knowledge of experiential
learning in leadership
development (Kolb)
HDF 290
In 1984, David Kolb shared his idea of experimental learning in leadership development. This concept has two
separate components, the experiential learning cycle and learning styles. The first stage is the Concrete
Experience, which is encountering a new situations or experience. The next step is Reflective Observation; here is
when one reflects on the experience. Following this is Abstract Conceptualization. After reviewing the event, new
concepts are made or old thoughts have been modified. The final phase of the cycle is Active Experimentation.
Once these new ideas have been created, the individual will apply this knowledge and see what the outcome is.
However, each persons reflection and experiences are determines by a persons learning style. Diverging is one
lens; people categorized by this style approach situation from different perspective. These individuals are really
good at brainstorming ideas due to their creativity. The next style is Assimilating. These styled learners like to take
practical approach to situation and logical thought. Converging it the third learning style. This category of people
likes to solve problems through ideas and theories. The final style is Accommodating; driven by intuition and the
need to solve problems through an experimental strategy.
Evidence #44
!23
45.

application of experiential
learning in leadership
development (Kolb)
ELE 480
Capstone Project
My capstone project has been a learning experience from the start in that coming into this project I had no clue
what to do. I was supposed to apply knowledge from my previous courses to help me understand how to build the
hardware components I needed to get my system to work; however, when I took the foundation courses, I didn't
really learn the information well. I crammed the information for the exams and then forgot it after I completed the
course. So coming into this project, I knew it was going to be a lot of trial-and-error work to figure out what I
needed to do to get the project to work. The way I started the project was to build simulations in a program called
Multisim where I could lay out specific circuit components that I thought I would need to build the mixer, amplifier,
filter, and envelope detector; however, the first time I built them they did not work in the slightest. I thought I could
just pull different ideas from the internet and put them together to get it to work; however, I was sadly mistaken. It
took me 3 months to build these extremely simple components that I had designed so many times in class the year
before with the help of the professor, but I could not do on my own anymore because I did not internalize the work
at the time and it came back to bite me in the butt this past fall. While this work was frustrating because I knew I
had done all this before, but couldn't remember now how to do it, I was able to really experience Kolbs experiential
learning model first hand by the countless revisions I had to make to my project.
Evidence #44
!24
46.

of the Social Change Model
of Leadership Development
by Astin et al
The Social Change Model is a leadership model aimed at college students who want to learn to work effectively
with others in a collaborative effort to work towards social change. This model stresses the idea that anyone can
be a leader as long as they are able to affect positive change for the betterment of others, the community, and
society. This model is based on the seven Cs, which all revolve around accomplishing change. Citizenship, when
a person becomes responsibly connected to the community by actively working towards change; Collaboration,
using the diversity and strengths of the group to work to a common goal; Common Purpose, using group trust and
responsibility to accomplish a collective goal; Controversy with Civility, using the difference of opinion to create
innovative ideas; Consciousness of Self, being aware of ones personal beliefs, values attitudes, and emotions to
work for change; Congruence, being genuine and honest, someone who walks the truth; and Commitment, a
follow-through attitude and willing involvement through commitment to a goal of working towards positive social
change.
HDF 290
47.

theory (Astin et al)
HDF 290
URI Rotaract Club
Evidence #46
I am a founding member of the URI Rotaract Club at URI. Rotaract is a service club at the University of Rhode
Island that consists of students who are dedicated to community and international service. As a self-governing and
self-supporting club, we find and create new ways to help others and improve ourselves. Rotaracts motto is
Service above self. This organization all about creating change in the community around it. This club embodies
the Seven Cs of the Social Change model of leadership. This club is all about working in collaboration with other
groups in the community for a common purpose to become responsibly connected to the community around us.
Evidence #47
!25
48.

knowledge of the Leadership
Identity Development Model
by Komives et al
Leadership Identity Development Model was created by Komives, Longerbeam, Owen,

Mainella & Osteen in 2006. The model consists of six stages; including Awareness,
Exploration/Engagement, Leader identified, Leadership Differentiated, Generatively and
Integration/Synthesis. These stages define growth of a leader and how they interact with
themselves, others, and the environment.
1) Awareness Understanding how others influence and lead people, such as an impactful leader like a Pope or
president [feels like dependent on others].
2) Exploration/Engagement Joining a group or organization to expand network or make friends, such as soccer
or a pottery class [feels dependent on others].
3) Leader Identified Becoming submersed into chosen hobby/organization and understands the similarities and
differences between leading and following [may be independent from others (being a leader), dependent on others
(being a follower), or hold both views].
4) Leadership Differentiated Seeing leadership can easily be derived from all position and responsibility levels
within a group/organization [feels interdependent with others].
5) Generatively Sustaining the ambition to leave a mark on the organization and leave a lasting mark for the
future of the group feels interdependent with others].
6) Integration/Synthesis Offering leadership and membership perspective for all future endeavors of the
organization [feels interdependent with others]
HDF 290
Evidence #48
49.
Students will describe

personal application of the
above theory. (Komives et al)
50.

knowledge of the StrengthsDevelopment Model by Hulme
et al
HDF 290
Hulmes Strengths-Development Model is an insight on how a strength-oriented approach can really improve the
collaboration of a group. The most effective people in groups are those who understand their strengths and
behaviors. These people are best able to develop strategies to meet and exceed the demands of their daily lives,
their careers, and their families. Reviewing the knowledge and skills you have acquired can provide a basic sense
of your abilities, but being able to understand of your natural talents will provide insight into your foundation, the
real reasons why you make decisions. This approach to leadership stems from the leader having an understand of
their top strengths. These top strengths are very important in maximizing the talents that lead to your success. By
looking at the top strengths, both individually and in combination, you are able to identify not just what type of
leader you are, but also what type of person which will help you find a career that fosters strength development so
you can better yourself throughout your life.
Evidence #50
51.

theory (Hulme et al)
HDF 290
Strengthsquest
Upon taking Strengthsquest, we had to reflect on what our strengths are and how they relate to our leadership
style. My top strengths are learner and achiever and I feel those strengths have been very influential in my life. I
have always known that I love the process of learning. My curiosity for to learn new things has pushed me to
become a better leader on top of becoming a better person. I have always been pushed to learn more about
myself and how I can improve those around me. This is one of the reasons I chose to be an engineer; I love to
solve problems that not everyone can understand. This ties into my second strength, achiever. I enjoy the sense of
accomplishment I get after completing a task, especially when it is something new. Learning new things and being
able to actually complete tasks with this new knowledge is something that I strive to do on a daily basis.
Evidence #6
!26
52.

knowledge of behavior
theories of leadership from
Michigan and Ohio State
53.

theories (Michigan & Ohio
State)
54.

knowledge of Charismatic
leadership
55.

theory
56.

knowledge of contingency
approach to leadership by
Fiedler
BUS 441
Contingency theory is a leader-math theory which means it tries to math leaders to appropriate situations. It is
called contingency because it suggests that a leaders effectiveness depend on how well the leaders style fits the
context. To understand the performance of leaders, it is essential to understand the situations in which they lead.
Effective leadership is contingent on matching a leaders style to the right setting. Fiedler developed contingency
theory by studying the styles of many different leaders who worked in different contexts, primarily military
organizations. He assessed leaders style, the situation in which they worked, and the whether they were effective.
After analyzing the style of hundreds of leaders who were both good and bad, Fiedler and his colleagues were able
to make empirically grounded generalizations about which styles of leadership were best and which styles were
worst for a given organizational context. In short, contingency theory is concerned with styles and situations.
Within the framework of contingency theory, leadership styles are described as task-motivated or relationship
motivated. Task-motivated leader are concerned primarily with reaching goals, whereas relationship-motivated
leaders are concerned with developing close interpersonal relationships. To measure leader style, Fielder
developed the Least Preferred Coworker (LPC) scale. Leaders who score high on this scale are described as
relationship-motivated and those who score low are identified as task-motivated.
Contingency theory suggests that situations can be characterized in terms of three factors: leader-member
relations, task structure, and position power. Leader-member relations consist of the group atmosphere and the
degree of confidence, loyalty, and attraction that follower feels for their leader. Task structure is the degree to which
the requirements of a task are clear and spelled out. Tasks that are completely structured tend to give more control
to the leader, whereas, vague and unclear tasks lessen the leaders control and influence.
Evidence #56
!27
57.

theory (Fiedler)
BUS 441
Orientation Session
During orientation there are two types of leaders: those like me who focus on providing the students with the
knowledge they need to be successful here at URI and those who focus on building relationships and making them
feel comfortable here. There is no proper way to lead because it is dependent on the leader. In certain situations,
the task-oriented leadership style was very important and others it was a hindrance. For many times of the day,
task-oriented leaders excelled because orientation has such a rigid schedule; our day is planned out to the minute
with the students to try to give them everything they need to be successful at URI. This is why for many parts of the
day, task-oriented leaders excel because they work better with the rigid structure of orientation. In other areas,
such as quadversations or icebreakers, relationship building style works best. During the day there are multiple
opportunities where the leader has to facilitate conversations on the quad about involvement, diversity, and many
other things. Having a task-oriented approach hinders the group development because we are focused on
completing tasks and not building relationships with the students. Orientation requires leaders to take on different
approaches to leadership depending on the time of day, which is why the best leaders are those who are able to
find a balance between task and relationship-oriented leadership styles.
Evidence #56
58.

knowledge of Path-Goal
theory by House
BUS 441
Path-goal theory is about how leaders motivate subordinates to accomplish designed goals. The goal of this
leadership theory is to enhance employee performance and employee satisfaction by focusing on employee
motivation. Path-goal theory empathizes the relationship between the leaders style and the characteristics of the
subordinates and the work setting. The underlying assumption of path-goal theory is derived from expectant
theory, which suggests that subordinates will be motivated if they think they are capable of performing their work, if
they believe their efforts will result in a certain outcome, and if they believe that the payoff for doing their work are
worthwhile. Basically, path-goal theory is designed to explain how leaders can help subordinates along the path to
their goal by selecting specific behaviors that are best suited to subordinates needs and to the situation in which
subordinates are working. By choosing the appropriate style, leaders increase subordinates expectations for
success and satisfaction.
Evidence #58
59.

theory (House)
BUS 441
Capstone Project
Dr. Sunak, the professor who oversees capstone for Electrical and Computer Engineers, has used the path-goal
approach to leadership on multiple occasions. He has forced us to build, what we thought at the time was useless
things such as Gantt Charts, Responsibilities Charts, Motivation statements, and many other things. The
motivation statement for our project was something that really made and impact with me because it forces me to
look at my project and see what the reason was my technical directors tasked me with this project. By
understanding their motivation, I have a better understanding of what they expect of me and how I can meet their
expectations. This is where the Gantt Chart and Responsibility Charts came in to play. These tools were extremely
useful to me because they helped me break down the project to certain deadline that they expected up to meet
and allow my partner and I to break down our roles to see what part of the tasks could be done separately and
which had to be done together. The useless things Dr. Sunak had us do actually really helped in the project by
helping up create a better understanding of what was expected of us and the timeline of our project.
Evidence #12
60.

knowledge of Leader Member
Exchange (LMX) theory
61.

theory
!28
62.

knowledge of Leadership
Substitutes Theory
63.

theory
64.

knowledge of Models of leader
emergence
65.
Student will describe the

impact of traits on leadership
emergence and performance
BUS 441
In BUS 441, we had to take a traits questionnaire where we rated ourselves on how well we possess certain traits
and had friends and family rate us on how well we possess those traits. Upon taking the questionnaire, we had to
research what the results meant and how they relate back to us as leaders. The trait approach is very different
than other approaches because it focuses exclusively on the leader and not on the follower or the situation. The
trait approach does not lay out a set of hypotheses or principles about what kind of leader is needed in a certain
situation or what a leader should do, given a particular set of circumstances. This approach emphasizes that
having a leader with a certain set of traits is crucial to having effective leadership. It is the leader and the leaders
personality that are central to the leadership process. The traits approach suggests that organizations will work
better if the people in managerial positions have designated leadership profiles. The trait approach is also useful
for personal awareness and development. By analyzing their own traits, managers can give an idea of their
strengths and weaknesses, and can get a feel for how others in the organization see them. A trait assessment can
help managers determine whether they have the qualities to move up or to move to other positions in the company.
In summary, the trait assessment gives individuals a clearer picture of who they are as leaders and how they fit
into the organizational hierarchy. In areas where their traits are lacking, leaders can try to make changes in what
they do or where they work to increase their traits potential impact.
Evidence #65
66.

knowledge of Chaos approach
to leadership by Wheatley
67.

theory (Wheatley)
!29
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68.
Student will demonstrate how

cultural anthropology /
paradigms relate to leadership
69.

example of using cultural
anthropology / paradigms as a
leader
70.

knowledge of the Cycles of
Socialization (Harro) theory
and its uses in leadership
71.

Cycles of
Socialization (Harro)
72.

knowledge of the Cycles of
Liberation (Harro) theory and
its uses in leadership
73.

Cycles of Liberation (Harro)
74.

knowledge of the
Configuration of
Power (Franklin) and its
relationship to leadership
75.

Configuration of
Power (Franklin)
76.

knowledge of racial identity
development via the Cross,
Helms or other models
(Ferdman & Gallegos; Kim;
Horse; Wijeyesinghe etc.)
Target class
!30
77.

personal application of
model(s) of racial identity
development above
78.

knowledge of McIntoshs
theory of privilege and its
relationship to leadership
HDF 492
Classmates Portfolio
I had not really learned about this theory until many members of my HDF 492 class used this theory in their
portfolio assignment. After hearing them speak about it, I wanted to research it for myself. Peggy McIntosh
was one of the pioneers of identifying and labeling white privilege. McIntosh states that both white people and
males are taught to not recognize the privilege they have in society. With that being said, McIntosh began to
create a list to diagnose how many benefits white males have in society. The list is twenty six question
includes; I can if I wish arrange to be in the company of people my race most of the time; I can go shopping
alone most of the time, pretty well assured that I will not be followed or harassed; I can remain oblivious of the
language and customs or persons of color who constitute the worlds majority without feeling in my culture any
penalty for such oblivion; I can go home from most meetings of organization I belong to feeling somewhat tied
in, rather than isolated, out-of-place, outnumbered, unheard, held at a distance or feared; among other
stimulating questions. What this list does is to start distinguishing between positive and negative advantages.
As a leader, it is important to recognize where everyone fits into a group. By understanding the social makeup
and hierarchy of the group, a leader can be able to diagnose how each member will be able to contribute as
well foreshadow where potential conflicts could stem from.
Evidence #78
79.

personal application of
McIntoshs theory
HDF 492
Being an orientation leader has forced me to come out of my comfort zone and push myself to try to connect
with people different from me. The biggest adjustment was my first summer when I had Talent Development
students in my group and I was very nervous. I had grown up attending Catholic School for 15 years of my life
and in those 15 years, I had never had a minority classmate. Now this could have been because southern
Rhode Island has primarily white students, but it wasnt until I was an orientation leader that the idea of white
privilege. That first session was difficult because I began to really hit me how many advantages I had growing
up as a white male. I was talking with a student about family relationships and how my parents were still
together and we ate dinner as family together every night growing up and the look on his face was utter shock.
He was raised by a single mother who worked two jobs so he and his sisters could live the life they wanted. It
was a real culture shock to know that I was extremely lucky that my parents were heavily involved in my life
allowing me to live a comfortable life.
Evidence #78
80.
Student will describe the

differences and similarities of
individual and institutional
oppression and relationships
to leadership
81.

of effective leadership as it
relates to change agency
82.

examples of being a change
agent
!31
83.
Student will create a personal

code of inclusive leadership
HDF 290
Guest Speaker Aprylle Wallace
Aprylle Wallace came to my HDF 290 class and gave a speech explaining many different scenarios that have
happened in her time in upper management, such as the struggles she goes through being a woman and one
of color in a higher up position. I always knew that women are not always given the same respect as men in
the workplace, but being able to put a face to the struggles made it even more potent. It is insane to think that
after almost fifty year (Title VII of 1964), women still experience struggle in the workplace. Even though there
is not as much overt racism and sexist in the workplace, many workers, men and women of all races, still have
to experience covert racism in the way other workers treat them on a daily basis.
I think my strength of Competition has helped me create a personal code of inclusivity in leadership.
Competition brings out the best of people. It drives them to give 100% effort towards a task, which is
something they might not be willing to do otherwise. I feel competition could be used in hiring processes and
firing processes. The best would be hired and those who fall short would not. Hiring should not be able who
you know, your gender, you race, or any other physical quality. It should be able finding the best qualified
candidate for the job and hiring them for the position.
Evidence #83
84.

knowledge of the Model of
Intercultural Sensitivity by
Bennett and its uses in
leadership
85.

Model of Intercultural
Sensitivity by Bennett
86.

knowledge of the ally Action
Continuum by Griffin & Harro
87.

Action Continuum by Griffin &
Harro
Outcome Category: Critical Thinking

Outcome
Target class
!32
88.

of principles of critical thinking
(logic is used in this minor)
ELE 480 & ELE

481
Internship with NSMRL
During the summer of 2014, I had an internship in Groton, CT at the navy base there where I had a mentor
name, Dr. Michael Qin (aka Q). On the first day of the internship, Q told me while I was given a project to
complete by the end of the summer, I would also be given little homework assignments to complete
throughout the summer. The assignment that stuck with me the most was related to Blooms Taxonomy. A
Taxonomy is basically a way to organize ideas into different group to better understand them. Blooms
Taxonomy is specific to the stages of learning and it broken down into six stages: Remember, Understand,
Apply, Analyze, Evaluate, and Create. If you are able to go through all six stages of this taxonomy, you have a
complete understanding of a topic.
1) Remembering is basically the ability to remember information after reading it. This stage is straight
memorization.
2) Understanding is being able recall the facts as well as being able to explain the ideas to others
3) Applying is being able to take that knowledge about a topic and apply it new things
4) Analyze is being able to compare the topic to something else and see what is same and or different about
it
5) Evaluate is being able to take a stance on the topic where you are able to defend it when people criticize it
6) Create is being able to use this knowledge to create something completely new and this original
Evidence #88
89.

proficiency of critical thinking
ELE 480 & ELE

481
Capstone Project
My capstone project this year has been a constant test of my critical thinking skills. I came into this project with
a fairly limited knowledge on the topic, despite what I may claim to my professors, so I had to most of my work
based on the trial-and-error method. I spent most of my fall semester testing a theory, seeing if it worked, and
building from there. Coming into this project I feel I was in the first stage of Blooms Taxonomy, the
understanding stage, because I was only really able to recall facts and understand how these topics worked in
specific situations. I had not fully learned the information, so the applying stage was quite difficult; however,
through my trial-and-error approach I was able to learn the concepts better than I had when I learned them in
my classes last year. I was able to apply the concepts I had learned in class to my capstone project, analyze
what works and what doesnt work, evaluate how I should change it to make it work, and finally create
something new to fit the need of the project.
Evidence #88
90.

of metaphorical analysis to
critically analyze self and
leadership situations
HDF 492
Similar to many other students, when I was given the portfolio assignment, I had no clue what my over-arching
theme would be and how I could connect my own leadership story to some high idea. It wasn't until I was
searching the web for jobs when stumbled upon a contest run through Disney called Disney Imaginations. It
was contest for college students, undergraduate and graduate to apply and try to win job with Disney as an
Imagineer. I started watching the highlight videos from the previous years and fell in love with it. I have always
loved Disney because it allowed me to really use my imagination to dream and think I could do anything;
however, the idea of working for Disney had always seemed like a fantasy to me because I didn't think normal
people worked for Disney so I didn't that was an actual career for me. Upon seeing that I could have the
opportunity to work for Disney, I did more research and found that, while there are entry level positions there,
the jobs that are of interest to me require more experience. This is why I decided to go back to school to get a
Masters degree and work for a couple of year before applying to a job with Disney. This inspired me to make
the theme for my portfolio all about Imagineering an my dream of working for Disney.
Evidence #90
91.

proficiency of metaphorical
analysis to critically analyze
self and leadership situations
!33
92.

of at least five decision
making methods
93.

examples of having used five
decision making methods
94.

of at least five problem solving
/ conflict management
methods, as well as
understanding the roots of
conflicts
95.
In BUS 441, we had to take a

traits questionnaire where we
rated ourselves on how well
we possess certain traits and
had friends and family rate us
on how well we possess those
traits.
BUS 441
Authoritative- This type of decision making method is when the leader makes the ultimate decisions due to
his/her knowledge, expertise, or status. Others are informed of the decision made and are not involved in the
process. This style is useful when a quick decision is needed, but harmful when used as the only style
because it can often lead to abuse of power. In this method, the leader has full responsibility for the decision
made.
Facilitative- This type of decision making style is when the leader(s) and subordinates work in a joint effort to
make a shared decision. In order to make the best decision with this method, subordinates must be given all
relevant information, and should also have some level of existing knowledge or motivation for making the
decision. This method can be empowering for subordinates because it gives them a level of responsibility
beyond what their job usually entails. In this method, the responsibility of the decision made is shared by the
leader and the subordinates.
Consultative- This type of decision making is when a leader seeks advice or opinions from subordinates, but
makes the ultimate decision alone. This method can be helpful when subordinates hold information that could
be useful to the leader. In this method, the leader has full responsibility for the decision made.
Delegate - This type of decision making style is when the leader(s) passes responsibility for the decision
making and the decision to one or more subordinates. This style is very useful as the organization gets larger
and means the leader does not have to make all the decisions.
Flexibility - A good leader will move easily between the styles depending on context. It takes quite a degree of
awareness of self, as well as an understanding of the limits of your own expertise, to be flexible in this way.
Evidence #92
!34
96.
Student will describe what it

means to analyze, criticize,
synthesize and utilize
information as a leader
HDF 290
Strengthsquest
Orientation
In HDF 290, I took Strengthsquest for the first time where I was able to learn about my strengths and how they
influence my leadership style. I had always known I lead in a certain way or that I excel in certain types of
environments. The Strengthsquest allowed me to get actual evidence that supports my claims of what type of
leader I am. From realizing what sort I excel at, which is learning, I analyzed myself and utilized the knowledge
of myself to construct my own leadership style. During orientation, one of our tasks was to look at our
strengths and see how those strengths help and hinder us during session. For instance, my top strength,
Learner, has many positive things that help me be a better leader such as my desire to find new ways to better
prepare my students for college through different activities. While this is a good part of this strength, there can
also be some drawbacks, such as I might spend too much time focusing on the process of preparing them and
not on just getting them to the end result. By finding what fuels my desire to be a leader, I was able to learn
more about myself and how to be the best leader I can be. It is when an individual realizes what they can do,
how they can utilize what they learn to create change, and knows what they are truly passionate about, can
they understand what it means to analyze, criticize, synthesize, and utilize information as a leader.
Evidence #6
97.

knowledge of leadership that
is used in crisis
BUS 441
Contingency Theory
Crisis management is the process by which an organization deals with a major event that threatens to harm
the organization, its stakeholders, or the general public. There are four elements that are common to a crisis:
(a) a threat to the organization, (b) the element of surprise, (c) a short decision time, and (d) the need for
change. This idea is different from risk management theory, which involves assessing potential threat and
finding the best ways to avoid those threats, crisis management involves dealing with threats before, during,
and after they have occurred. Successfully managing a crisis requires an understanding of how to handle
crisis, beginning with before they occur. There are three phases in any Crisis Management: (1) the diagnosis
of the impending trouble or the danger signals, (2) choosing appropriate turnaround strategy, (3)
implementation of the change process and its monitoring.
Preparing a contingency plan in advance is the first step to ensuring an organization is appropriately prepared
for a crisis. Crisis management teams can rehearse a crisis plan by developing a simulated scenario to use as
a drill. The first hours after a crisis breaks are the most crucial, so working with speed and efficiency is
important, and the plan should indicate how quickly each function should be performed. When preparing to
offer a statement externally, as well as internally, information should be accurate and transparent. The
contingency plan should contain information and guidance that will help decision makers to consider not only
the short-term consequence, but the long-term effects of every decision.
Evidence #97
98.
Student will describe

examples of leadership in
crisis situations
BUS 441
Waiter at Spain Restaurant
For 5 years throughout high school and college, I worked at Spain Restaurant as a busboy and the as a waiter.
The restaurant environment is one where you need to be always on your toes anticipating things before they
happen; however, you cannot be ahead of things all the time. My first year as a waiter, I was waiting on a large
party of 40 people. I was taking the drink order and they all ordered specialty cocktails such as martinis,
manhattans, sangria, etc. I was bringing the drinks back to the table to give them to the customer and while I
was reaching across the table to hand someone their drink, the tray tilted and the drinks fell on a customer.
She was covered with miscellaneous cocktails and I had no clue what to do. My partner waiter, Brian, came
over and helped me assess the situation. He told me to get a glass with seltzer water, a napkin, and the
dustpan and broom. He talked to the customer and apologized for the accident while I cleaned things up. He
offered the women the seltzer water and napkins to try to get rid of some of the stains. He then told the women
that the restaurant would pay for the dry-cleaning of her blouse. Brian was able to control the situation very
well and keep both parties satisfied without anyone raising their voice.
Evidence #97
!35
Outcome Category: Interpersonal and Organizational Concepts & Skills
99.
Outcome
Target class
Student will demonstrate knowledge of

active listening techniques
BUS 441
Orientation Weekly Reflections
As an orientation leader, I participate in weekly trainings for the position. After every session, every
orientation leader receives a reflection worksheet to reflect on what was taught in training each
session. This specific reflection regards to communication skills, to which I learned a very effective
communication skill to apply to any time in my daily life. How it goes is simple, when having a
conversation with anyone, you simply listen closely and then repeat what the person said back to
them when they finish speaking. This way, you repeat it back to the person how you interpreted what
they said, and now the person you are speaking to has the chance to tell you if you interpreted what
they said to you correctly, or they have the chance to correct you if you interpreted the information
incorrectly. It is a very simple and effective technique which helps greatly with communication and
staying on the same page as others.
Evidence #99
100.
Student will describe examples of using

active listening skills
BUS 441
SPA 104
For my SPA 104 class my freshman year, one of the assignments our professor gave to us was that
we had to listen to a 10 minute audio file and be able to answers questions about the file. We had
only 1 opportunity to listen to the file so we had to be very attentive to the details stated in the audio
file. We had the questions we needed to answer in front of us so we could answer them as we go, but
it was a very long and strenuous process. I found this exercise very helpful in developing careful
listening skills, especially for another language. According to the Relational Leadership Model,
developing these careful listening skills is great for learning to listen when it comes to being inclusive.
As a relational leader, one must have the skill to listen to others. Although this exercise in my
Spanish class helps more with learning language, it also helps build the ability to be aware and
attentive which definitely makes a more effective listener; a step in becoming an effective inclusive
leader. Developing skills in listening also helps me develop as a servant leader. Listening is one of
the ten characteristics a servant leader has in the purpose of helping and serving others, and also
allowing others to develop.
Evidence #100
101.
Student will demonstrate functions of

group communication by Hirokawa
102.
Student will describe personal application

of functions of group communication
(Hirokawa)
!36
103.
Student will show knowledge of techniques COM 100H

regarding giving and accepting of
feedback
HDF 290
During my COM 100H, we had to do a group project pertaining to poverty in the United Stated.
During each groups presentation, our professor told us to take notes on the presentation to help us
remember because we would have to write a response to their presentation. She had us create two
columns on the paper to help us give better feedback, one for questions we had and the other for
notes and feedback. This gave us the opportunity to split what is content and what is unknown.
Having all of our questions in one place makes it easier to address them when the time comes,
because when they are mixed together you are more likely to skip over one.
As for delivery, I learned in HDF 290 that it is often helpful to acknowledge the individuals strengths
first, before giving feedback on their weaknesses. When you are able to recognize an area that were
strong in, it makes it easier to bring up areas they may be lacking in afterwards and make
suggestions.
Evidence #103
104.
Student will describe examples of giving

and accepting feedback.
BUS 441
Teaching Class Project
About mid-way through the semester, our professor breaks the class into groups of 2-3 students for a
group project where we take a topic pertaining to leadership and teach an entire the class about it
through videos, activities, and lectures. My group taught a class about Great Leaders in history and
what they did to make them successful leaders. When a group teaches the class, the other students
and the professor critique the students teaching so they can give them feedback after they finish
teaching. This allows each student to see what other groups did well and what they did poorly to
better prepare themselves for when they teach the class.
Evidence #10
105.

facilitation and de-briefing techniques
BUS 441
Orientation Training
During training for new student orientation, one of the main things stressed to the leaders is
understanding group dynamics and when to do certain activities. The biggest piece of advice given to
us during training was observation, participation, decision making, and organizational roles. With
observation, you want to observe both verbal and non-verbal communication to get a better
understanding of the group dynamic. You need to observe who talks, for how long and how often as
well as how they are positioning themselves compared to other members of the group. Being a good
facilitator requires to have your head on a swivel so you can always have a good pulse for how the
group is developing. With participation, some things to look for are who the high and low participants
are, how the group members treat each other, and who keeps the ball rolling in the group. With
decision making, you should observe who makes decisions in the group and how decisions are
carried out. You want to keep in mind, What is the process like? How does the group meet
consensus? Lastly is organizational roles, where you observe who falls into what role. There are
three possible roles people can fall into: task, maintenance, self-oriented. Those who fall into task
are the initiator who focus on getting objectives done, getting things organized. Those who fall
under maintenance, are the glue of the group who strengthen relationships among the group.
Finally, those who fall under self-oriented, are the people aggressors and blockers who seek
personal needs regardless of group concerns.
Evidence #114
106.
Student will demonstrate proficiency of

facilitation and de-briefing techniques
107.

framing and breaking the frame
108.
Student will demonstrate proficiency of

framing and breaking the frame
!37
109.
Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
110.
Student will describe personal examples of

organizing meetings / setting agendas /
leading meetings
CSV 302
URI 101 Class Agenda
For my URI 101 classes, my professor had me design an agenda for the class the week prior to the
class I would teach the class. I had to design different activities for the students to perform that aided
in the learning process about whatever topic I was teaching. I would assign homework for the class
the week prior so the students would have ample time to complete the assignment. Even though URI
101 was a 1 credit course, I still felt that homework was essential to fully understanding a topic. The
homework I would assign was something along the lines of a reflection of something from high school
that I would then relate back to the topic of the class. I chose assignments like this because I felt that
it helped the students get better adjusted to college because I was comparing new things that they
knew nothing about to something that were extremely familiar with. I would always end the classes in
a similar manner by having them go around in a circle and say what their biggest take away was form
today. Then I would had out a tip sheet for them to keep.
Evidence #110
111.
Student will show knowledge of

Parliamentary Procedure
BUS 441
ZBT & IFC Meetings
Parliamentary procedure is a process I learned first about during my first ZBT chapter meeting in the
fall of 2012. Parliamentary Procedure is also called Roberts Rules of Order and they are associated
with proper guidelines of how group meetings are run. The purpose of these rules is to create
structure as well as democracy for gourds and how they run. These rules are designed so that every
member of a group can speak, has the opportunity to speak, and contributes to the overall group
decision. They are designed so that rules can be effectively followed and enforced. They inspire not
only structure, but professionalism between group members.
Evidence #111
112.
Student will show knowledge of techniques CSV 302

for working with difficult people
Orientation Weekly Trainings
During the past two summers, I have been an orientation leader for the incoming students at URI.
This has been one of my most rewarding leadership experiences at URI to date. Every Friday during
the spring semester, the 32 leaders meet in Roosevelt Hall and learn the material needed to be a
successful orientation leader, such as academic advising, safezone training, ice breaker facilitation,
and many more. One of the more difficult tasks during orientation is working with difficult student who
do want to do anything. This is a hard to task to prepare new leaders for because it requires a lot of
adaptability and thinking on your feet to get the students motivated to do work. One thing the
management team does to help give some foundation for these sort of things is lead an activity called
Enter the OL where the management members simulate the different types of students you will
have during the summer from the homesick student to the students who just doesn't want to do
anything because it is stupid. The new leaders are given a good foundation of what sort of things
they will experience and how to approach difficult situations during sessions.
Evidence #112
!38
113.

using techniques to work effectively with
difficult people
CSV 302
Orientation Session
During my second summer as an orientation leader, I experienced a situation that happens to at least
one leader every year. I had a parents who followed their student around all day. I didn't notice until
after academic advising because he was stay far enough away for me to notice, but after academic
advising he tried to join our group. When the student signs up for orientation, they are told that
parents are not allowed at the student sessions, there is a separate session for parents to attend.
Upon noticing the father, I first asked him if he had gotten lost from the parent session and if he
needed help getting back. He replied he had gotten lost but he would prefer to stay with his daughter
and attend the same sessions she does. On top of parents not being allowed in the student session, I
knew the daughter was uncomfortable with her father being there so I knew I had to intervene. I
pulled him aside and reminded him that parents are not allowed to attend the student session and
that I could give a family coordinator a call so he would know where to go to meet up with him. The
father still refused to leave, so I texted my boss, Sean Thompson, and informed him of the situation
and asked for some help. Sean was on site within 5 minutes. Sean was able to defuse the situation
and bring the father back to parent session with no major issues.
Evidence #112
114.
Student will show knowledge of the stages

of group development (Tuckman, Bennis
or others)
HDF 290
115.

group development in use (Tuckman,
Bennis or others).
BUS 441
There five different stages in Tuckmans Group Development Theory: forming, storming, norming,
performing, and adjourning. Forming is when the leader of the group establishes control of the group
by creating a purpose for the group and assigns the roles for each group member. Storming is when
the leader delegates tasks to each member of the group and where the group needs to focus on their
goals. This is also the time when members experience discourse because of their conflicting ideas
and goals, which leads to power struggle. Norming is when the leader continues to delegate and
support group roles and the actual group work begins. The group makes most of its decisions during
this time and develops a certain working style that fits the group dynamic. Performing is when the
group dynamic changes and it becomes more functional and united. The leader takes a back seat
and delegates/supervises the task being accomplished. Finally, adjourning is when the task is
complete and the group disbands allowing the members to move on to new things. There is a sense
of closure within the group because the task is done, which allows individual insecurities to arise.
Evidence #114
Freshman at Orientation
Tuchmans Group Development Theory follows well with how a orientation group develops over the
two-day period. They are in the Forming stage when the leader first picks up the group from his or
her room on the first morning and bring them to the quad. The group is very awkward and doesnt
really want to branch out and talk to others. After the Big Break play, the students enter the Storming
stage of group development where they are more willing to step out of their comfort zone and actually
participate allowing the leader to start to build some relationships with the students. As soon as the
students come back from advising roughly 4 hours later the students enter the Norming Stage. They
are beginning to adjust to being at orientation and start making friends with other students in their
group and outside their group. They stay in this stage for the rest of the first day, again meeting other
new students and getting acclimated to URI. At the start of the second day is when they enter the
Performing Stage. They are forced to be more independent because their leader isnt necessarily
with them throughout the day as they were in the previous day. The leader takes a back seat and
allows the new students to really set the tone of the day by forcing them to really start conversations
and participate. The student enter the Adjourning Stage at the end of the second day when they
reunite with their group and go over with their leader everything they learned these past two days
during orientation and how they are excited for the fall semester.
Evidence #114
!39
116.
Student will show knowledge of group

dynamics and group roles
BUS 441
In my BUS 441 class, I was given a packet titled Understanding the Group Dynamic and Systems.
The packet includes a lot of great information about different factors to observe in how a group
functions, such as how the group reaches consensus, who participates in the group, who contributes
in the group, how decisions are made in the group, how the group interacts with each other, etc.
When it comes to membership in the group, the packet mentions three different roles that members
will take as being a part of a group. In organizations, people fall into three possible roles: task,
maintenance, self-oriented. Those who fall into task are the initiator who focus on accomplishing
task for the group. They contribute, seek information, give information, keep things organized, and
energize the group. Those who fall into the maintenance are group members who encourage,
compromise, and generally keep the harmony of the group. They bring the group together and
promote close relationships in the group. Those who fall into self-oriented are the group members
that will seek self-recognition, try and dominate in the group, are blockers, and will focus on their
personal needs regardless of the groups concerns. These are the three different roles that will
always appear in a group, and through the process of a group, roles will identify themselves more
clearly.
Evidence #116
117.

group dynamics and group roles
BUS 441
Orientation Session
During orientation, I was able to see the different roles people fall into very easily. Every session I
would have a variety of students who fell into all three roles. I would have students who were very
much task oriented people who help the group accomplish the goals I set for them such as coming
up with a team name, starting conversations, and leading the fight song. These are the students that
really made orientation enjoyable because they actually wanted to put effort into what we were doing
and made my life as their orientation leader a lot easier. Then there would be people in the
maintenance role where they don't participate unless they are called on. These are the ones that go
with the flow they are the best members of the group, but they still are present in the moment. Then
there are the self-oriented students who just make your life as a leader difficult. They like to do
things to be funny or be cool such as refusing to do the fight song or coming up with inappropriate
team names. By understanding the group roles students fall in, I was able to better lead the group
allowing more students to have better orientation experiences.
Evidence #116
!40
118.
Student will show knowledge of effective

memberships skills in groups
BUS 441
In my BUS 441 class I was given a packet titled Understanding the Group Dynamic and Systems.
The packet includes a lot of great information about different factors to observe in how a group
functions, such as how the group reaches consensus, who participates in the group, who contributes
in the group, how decisions are made in the group, how the group interacts with each other, etc.
When it comes to membership in the group, the packet mentions three different roles that members
will take as being a part of a group. The three different roles given are Task, Maintenance, and SelfOriented. Members who fall under Task are those in the group that are focused on completing
tasks and objectives for the group; they contribute, find and give information, document information,
and keep the group energized. Members who fall under Maintenance are those in a group that
promote close relationships in the group; they are harmonizers and bring love and positivity to a
group and ultimately keep the group together. The last role, Self-Oriented, describes the members
of the group that seek recognition, focus on their personal needs despite the groups concerns, and
are aggressors and blockers. With these three different roles that will appear in a group, it is
important to realize the role you will fall under and how you can be an effective group member. It is
important for group members to realize the role they fall under and then continue to build off of it. For
members who would fall under Self-Oriented, it is important to let them realize their role in the
group and how they can change themselves to help benefit the group rather than burden it. In
conclusion, group membership skills are left to the interpretation of each individual as a leader. No
instructions can be given on how to be oneself, this packet simply gives in detail the three different
roles that appear in a group, but leaves room for interpretation on how to go about being oneself
according to each role. This packet emphasizes that it is important to realize specific roles as group
members, and then to build and strengthen oneself as a leader according to that role.
Evidence #116
119.

membership skills in use
BUS 441
Member of ZBT, URI 101 Mentor,

Greek 101 Mentor, Ambassador for
COE, IFC, Orientation Leader
To me, being a part of an organization is more than just being a name on a roster. To be a part of an
organization or a group of people means that an individual should participate and try the best they
can to make a difference in and for their group. In my fraternity, I have held positions as the
Academics Chairman, Treasurer, and Risk Manager. I have chosen to take on leadership positions in
order to make a difference for the group and help the members within the group. For instance, when I
was Academics Chairman, I helped brothers who struggle academically by putting posts on our
Facebook Group announcing the times of mandatory study hours. I then run these mandatory study
hours twice a week where I monitor their study habits and work progress. I find ways of encouraging
my brothers to improve academically by finding better study habits. I personally try to bring the best
out of the other members in my fraternity. I am also involved in other organizations around campus in
order to vouch for my fraternity and demonstrate that I, as a member of Zeta Beta Tau, am a role
model for not only my brothers, but other students. I am a former URI 101 Mentor, a Greek 101
Mentor, an Ambassador for the College of Engineering, Treasurer of the Interfraternity Council, and
an Orientation Leader. I take on these leadership role to better myself and those around me by
encouraging them to apply themselves academically, socially, and professionally.
Evidence #119
120.
Student will show knowledge of the

Challenge and Support theory by Sanford,
and its relationship to organizations
The Challenge and Support Theory was developed by Nevitt Sanford in 1966. The basic premise of
this theory is that development occurs when challengers in the environment are balanced by
environmental supports. When there is not enough challenge and too much support, it results in no
developmental change. This relates to organizations because there must be balance of challenge
within team, such as set goals, along with each internal and external support in order to achieve
success.
Evidence #120
!41
121.

using the theory of Challenge and Support
(Sanford)
A time I used the challenge and support theory has been during my capstone project. I challenged
myself to do things that hadnt been done before, such as getting the project to actually work (it has
failed that past two years), continually making progress, strong communication among my partner
and our technical directors, and many other things. With these new goals came new challenges. My
technical directors and my supervising professor were my biggest support system. They always
encouraged me to do set my own standards high and push myself to achieve those standards and
helped during the times I needed help.
Evidence #120
122.
Student will show knowledge of the

construction / elements of informative and
persuasive speeches
123.
Student will demonstrate proficiency in

informative and persuasive public
speaking
124.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
125.

planning and conducting interviews (as the
interviewer)
BUS 441
IFC Service Chair Interviews
For the past two years I have had to conduct interviews for the IFC Service Chairs. The applications
for the positions didn't really change the only thing I changed when I started running them was to use
Google Forms to submit the application because it was easier to share the application amongst the
other interviewers. The timeline for the applications we basically I gave roughly two weeks for people
to fill out the application and on the application I had them sign up for an interview time slot. The
interviews lasted roughly 20-30 minutes and in the interview, we would ask questions such as, Why
do you want this positions?, What qualifications do you have that would help with this position?,
and What plans do you have for the position? I felt these questions allowed us to see if the
interviewees are competent enough about the position. While I was asking questions, the other
interviewers would watch the interviewees body language because they often times gives the most
information about the person. After the interviewee left, we would confer to see what we all thought
about them and come to a rough decision about what we would do about them.
Evidence #125
126.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
127.

preparing for and being interviewed
ELE 400
Job Interviews
This past year I have gone to many interviews for full-time jobs for the Navy Base in Newport, Rhode
Island. In preparation for these interviews, I reviews my resume, the application, and the type of work
the company does so I could go into the interview ready for whatever they might throw at me. I also
brainstormed possible answers to questions they might ask me on my characteristics, skills,
strengths, and about my coursework. I feel that the brainstorming my thoughts onto paper really
helped me collect my ideas and was also a great way of critically thinking and reflecting on who I am
as a person. All these things helped me be more confident in myself and my capabilities for the jobs.
Evidence #127
!42
128.
Student will show knowledge of effective

collaboration / coalition building
BUS 441
In BUS 441 we were given an informational packet that discusses the process of groups. The packet
addresses what to observe in a group, such as who participates the most, where group members sit,
and many other things. It addresses questions such as How decisions made in the group? and
Who takes organizational roles? This packet also does give a lot of useful information on what to
observe in how a group operates, and ultimately gives suggestions for handling situations in a group.
This packet stresses three ideas. The first is the importance of giving everyone a role in a group
because a team is not one individual doing everything for the group, it is a group that collaborates
effectively. The second is promoting constructive criticism in a group. It is the best way for
improvement of self and others. The last is promoting praise and encouragement; the sharing of
ideas and contributing to the group, as well as praising collective accomplishments in a group. I truly
believe these are useful pieces of information to building effective collaboration and coalition building
in a group.
Evidence #116
129.

working in collaborative/coalitions
BUS 441
Orientation Leader Interviews
When I applied to orientation in my sophomore year, the first round of interviews were group
interviews where groups of 4-5 students rotated around 3 stations. At one of the stations we had to
create a commercial for one of the items in a box they gave us and the item had to be repurposed for
a different use than it was originally designed. So my group decided to make a commercial for a URI
foam finger where we were selling the foam finger as a Giant Nose Picker. I had a lot of fun with this
activity because it allowed everyone in the group to be creative and everyone to find their own little
role in the commercial. Another applicant and I took the lead on the commercial and assigned roles
for the four of us. While the two of us led the commercial, I left one of the other two who weren't
leading take the leading part in the commercial and be the main sales person so more people had an
active role in the commercial. While the commercial was not as high quality as I would have liked, we
were able to produce a good enough commercial for the orientation leaders interviewing us.
Evidence #129
130.
Student will show knowledge of

Intercultural communication considerations
131.
Student will demonstrate proficiency in

intercultural communication
132.
Student will describe ways to maintain

accountability in leadership / member
relationships
BUS 441
ZBT Exec Board
During my year of exec for ZBT, there was one idea that I stressed to everyone, both on exec and
general members, accountability. I held myself to the highest standard in that I could not expect other
people in the fraternity to do something if I was not willing to do it either. The thing I stressed the most
was attendance to events. I made sure I showed up to everything that was required of me and stuff
that wasn't required because I knew if I didn't show up to events, the general brothers wouldn't go to
events. If a member of the executive board isn't willing to go to events, then why would the rest of the
brotherhood go? It is called the trickle-down effect; the people in the highest leadership positions
need to be doing everything required of them if they expect the people with small or no leadership
positions to do anything.
Evidence #132
!43
133.
Student will describe personal examples

related to maintaining accountability as a
leader
134.
Student will describe ways to build

relationships between leaders and
members
135.

building relationships with members as a
leader
HDF 290
Academic Chairmen for Zeta Beta

Tau Fraternity
As Academic Chairmen it is my duty to hold study hours twice a week for two hours each day. Brother
with GPAs below 2.5 are required to go and if they do not go, I report that to the executive board and
they vote on whether or not to give the brother an unexcused absence. If a brother has a certain
number of unexcused absences, they cannot take part in fraternity related activities for the next
week. I had a lot of responsibility with this position because I could let people skip out on study hours
and not report it because I did not want to get my brothers in trouble; however, I would not be able to
deal with not performing my duties to my fullest potential. My personality does not allow me to halfass anything; it is either I do my best or I do not do it at all. I had to hold my brothers accountable for
their faults and make sure if someone did not go to study hours and did not give me a reason, I had
to report it to the executive board. Without accountability in any organization, there would be chaos
and no order; people would be able to do whatever they want without repercussions.
Evidence #133
BUS 441
Orientation Summer Training
During the two week period before we start orientation sessions, the leader move into the residence
halls early to refine the skills learned during the spring and to build united team. The management
staff puts on numerous activities at night to build team cohesion. Every year the management team
chooses a theme for that year of orientation, which aids in the team building aspect. My first year our
theme was Hunger Games and the best form of team bonding was the activity they ran where we
played out a hunger game with a variety of plastics weapons. Competition breeds a united team
because we are forget about the stress were are feeling arm training to just have fun. Last year, the
theme was Avengers and the main event that management put on was a talent show were people
showed off their talents and competed to win a prize. Again similar idea that completion brings out the
best in everyone by allowing them to have fun and relax.
Evidence #135
136.
Student will describe how credibility

applies to leadership, as well as the
characteristics and skills of a credible
leader
ELE 400
Ford& Pinto Gas Tank
Credibility is a very crucial characteristic of a leader. In my ELE 400 class, Introduction to

Professional Practice, Dr. Vaccaro talked about his experience with Ford Motor Company and how
they lost credibility because of some bad decision making pertaining to the Pinto gas tank used in
some Ford cars. The Pinto was give strict design constraints that influenced the decision making of
the designers when they created the car. In order to meet the constraints, the automotive engineers
had to cut some corners and in particular, pertaining to the gas tank. The gas tank met all the existing
safety codes, however, the automotive engineers of the day knew that if the Pinto was impacted in a
rear-ended collision, it would likely burst into flames because they did not use a plastic shield on the
gas tank, which would greatly reduce the chance of fiery explosion. The Ford managers felt that the
cost installing the shield on all the Pintos outweighed the amount it would cost to pay for all the
damages to the burn victims and to the family with deaths. Ford calculated that they would save
around $70 million from producing the Pinto without fuel tank. In 1979, Ford became the first
American corporation indicted on criminal homicide charges; however, they were eventually acquitted
of these charges, but the damage was done. In 2001, Ford issued a recall to repair, at no charge, gas
tanks in their full-size vans. These types of recalls were instituted, in part, because of the problems
with the Ford Pinto. Ford lost much of its credibility because of this situation and it lucky more bad
things didnt happen.
Evidence #136
!44
137.

building, maintaining, and repairing his/her
own credibility as a leader
ELE 400
LinkedIn Profile
In ELE 400, I realized that at this stage in my life I had to really become proactive in being and
maintaining myself as a credible leader. I have gotten to the point of my life where I have to start to
organize myself and begin to assemble my professional image as a leader by the professional social
media site called LinkedIn. This site allows people to present an image of themselves, their skills,
their experiences, and many more personal aspects to friends, colleagues, and potential employers.
With the world today that is highly associated with social media, virtual communication, and many
more aspects of technology, I felt that doing this for me was a huge step in building my own credibility
by showing my connection with the world and staying up to date with these important ways of
connecting. I created and thoroughly developed my profile, portraying my experiences in an online
resume form, and have connected with many colleagues and even potential employers on the site.
Ive built some sense of credibility by connecting myself and letting others know via this site of my
experiences and credibility, and by continuing to connect with others and build my experiences and
profile, I am maintaining my credibility as a leader in this sense. In the sense of repairing my
credibility as a leader, updating and monitoring my site is always essential as well as monitoring other
forms of social media that friends and colleagues and even potential employers can view. With a
very virtual world that exists today, there are many benefits with connecting as well as downsides.
These downsides include the increased risk of negative self-image on social media that can harm
your image as a leader, whether it be any kind of photos, posts, etc. on social media that could occur
without even your truthful consent or association, but can be interpreted so by others anyway. In
conclusion, my LinkedIn site for me gives a great personal example of how I build, maintain, and
repair my own credibility as a leader.
Evidence #137
138.
Student will describe ethical standards in

influence
139.
Student will describe influence applies to

leadership
140.
Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship
!45
141.

mentoring and being mentored
ELE 480 & ELE

481
Capstone Project
Orientation
Senior engineering students have a capstone project where either a professor from URI or a
company sponsor a project for the students to complete. My capstone project is sponsored by the
Naval Underwater Warfare Center, NUWC and I have three technical directors, Dr. Lockhart, Dr. Zaki,
and Mr. Melilo. Dr. Lockhart and Dr. Zaki have been my main point of contact and they have been
extremely helpful with the project and with career advice. My partner and I meet with them on a biweekly basis (Ever other Friday afternoon) to discuss face-to-face the status of the project. We also
send the weekly progress reports everything Thursday morning so they can have weekly updates on
the status of the project. Email is one of our most frequent communication methods because it allows
all of us to answer at our leisure.
I also have done some mentorship throughout college through the orientation program. The past two
years on the team, I have been assigned a new leader to show the ropes of the program. I helped
them learn their part in their rotation, help them learn their material for academic advising, helped
them learn their lines for the play, and many other things. Mentorship requires sacrifice and a
willingness to put other before yourself to make sure they can succeed.
Evidence #141
142.
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
143.
Student will describe personal examples

related to being a peer leader and being
led by peers
BUS 441
During the past two summers, I have been an orientation leader for the incoming students at URI.
Both year, I have had to take on peer leadership roles as a peer leader and being led by my peers.
The incoming students at URI are my peers because we are all students here at URI and my job as
orientation leader is to help them get ready for college by providing them the knowledge about the
resources URI offers to help them succeed. Furthermore, both years my fellow orientation leader
have helped me grown as a relational leader by pushing me to step out of my comfort zone and try to
connect with them and my students more. This leadership style worked well because while we were
one cohesive team, we all had to operate independent of each other during session. We all had our
own group of students for that two-day period that we had to lead and help them become comfortable
at URI.
Evidence #143
!46

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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

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

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

Leadership Inventory Revised 8/30/2013

CORE REQUIREMENTS- 9 Credits

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community

The only time the major and minor can overlap

Internship Class in Academic Major

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

Offered in the fall and spring with Dr. Cooper

HPR 411/412: Honors Senior Seminar

Must be in Honors or have GPA of 3.3

HDF 492: Leadership Minor Portfolio

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013

AAF 300: Civil Rights Movement in the US

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate

Academic Chair for Zeta Beta Tau

Student will demonstrate

Academic Chair for Zeta Beta Tau

Student will demonstrate the

Student will demonstrate

Leadership Inventory Revised 8/30/2013

Student will demonstrate the

Student will express a

Student will demonstrate

URI 101 Mentor

Student will express a

This I Believe Essay

Leadership Inventory Revised 8/30/2013

Student will demonstrate