All Outcomes

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

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

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

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

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
4. Develop and Refine

Skills
Leadership theory and

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

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

1.
2.
Outcome
Target class
Student will demonstrate autonomy and a

minimized need for approval
Theatre 111
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
Writing 104
Additional Experiences
Descriptive notes regarding learning and practice

Since my start in studying theatre, my need for approval from people in authoritative positions
has drastically diminished. Initially, coming into my theatre class I looked for critiques and notes from
my professor and TA to help me feel encouraged with how I perform. My professor told us a large
aspect of our Theatre 111 class is to take something we want to work on and focus on that, mine being
needing to trust my own judgement. We had a project where we created a character that had a secret
which no one could know, other than our professor, and from that character we made a monologue that
revealed this secret. After I performed my monologue for my midterm grade, my professor gave me a
critique saying that he wished the revelation of my secret was bigger because it seemed too small.
Initially, I took this critique to heart and thought that my professor didnt like my performance all
together but I now realize that I made the choices I did because I thought they were true to my
character and delivering it any different way in order to fit someone elses expectations then the
performance would not have been my own.
Evidence:
A rubric given to me after a jury performance
In my writing 104 class in my first semester at URI I was asked to interview someone and to then write
a profile on them based on the information I collected. I know that I have a tendency to procrastinate
until no end so I told myself that I would be sure to get in touch with the person I was going to interview
immediately because I understood that if I procrastinate I would not only be putting pressure on myself
but also on my interviewee. I decided to interview my choir teacher from my high school, and the
second I decided to do so I emailed her so I could get her available dates. I was lucky that I didnt
procrastinate because she was busy for the two weeks leading up to the due date which was more
than likely when I would have typically been just starting this project. I have since began to overcome a
few of my procrastinating tendencies.
Evidence:
3.
Student will demonstrate the ability to

manage emotions
Theatre 112
By studying my own scene in my Theatre 112 class, as well as my fellow classmates I have been able
to appreciate and observe in greater detail the way characters interact in a real way. I recently was told
that acting is reacting to real life situations and when I study these scenes and form opinions on the
believability of an actors emotional reaction I tend to take these observations into my life outside of
class. By studying emotional reactions on stage I am able to rationalize and think through my own
emotions to make sure they are appropriate and fit whatever situation I am in.
Evidence:
Scripts I have written notes in to help me understand the scene (Beyond Therapy by Christopher
Durang)
4.
Student will demonstrate knowledge of

stress management methods
Singing in Musical
Theatre
Past Musical experiences (Legally

Blonde, Fiddler on the Roof, Peter
Pan, 9 to 5)
5.

manage stress
Theatre 111
Caucasian Chalk Circle
6.
Student will express a personal code of

leadership / membership ethics
Theatre 311
Caucasian Chalk Circle
In order to manage stress I often find that I will go to the Fine Arts Center and sing in one of the many
practice rooms. Singing is a form of expression that I often find helps me to relax. Whether I am singing
in order to rehearse for a show or just singing any of my favorite songs there is always a wave of
serenity that passes over me because I forget about what is happening in the real world while I am in
my own bubble. Stress management can be achieved through deep breathing but, singing can have
the same effect of deep breathing due to the technique used in order to sing properly. Taking deep
consistent breaths is the base of singing properly, by working toward proper technique in singing I am
also relieving stress. Aside from singing in the shower or in my home when Im alone I am always
singing at rehearsal for whatever show Im a part of. In most recent times I was part of Legally Blonde
the musical where I had to learn many songs and different singing parts as part of the show.
Throughout all of my high school career I was involved in every annual musical where I always had
small parts of songs to remember and learn. Spending time outside of rehearsal to learn songs did not
feel like work but rather, it was more fun than anything because I was able to relieve stress while doing
what I love.
Evidence:
Sheet music that I have written in while rehearsing to help myself learn a song
During my acting class last semester my professor led a session of guided meditation to help all
of his students relax. The guided meditation session began with visualizing our thoughts, stress and
tension and allowing it to travel, melt, or rip away however we felt was fitting. He traveled up the body
starting at the feet and telling us to let whatever tension is held in each part to disappear and to let our
limbs sink into the floor. After all of our tension was gone we went on to visualize floating to our happy
place and finding something in a box, this thing was something you really wanted at that point in your
life so it was different for everyone. Once everyone had a few seconds to observe their objects my
professor guided us back to our bodies, we slowly come into our own and then shared our experience
with the group.
Since learning this method of visualizing stress and letting it melt away I have used this in many
scenarios that involve high stress. I was an ensemble member in URIs production of Caucasian Chalk
Circle and every night before a show I found that I was very tense in my shoulders and stressed in
general so, prior to the show I would find my own place to lay down and go through the steps of the
guided meditation I learned. By the end of my personal meditation session I found my shoulders were
not tense and my stress mostly subsided. Although it was not completely gone I find a small amount of
stress is important to keep me on my toes on stage
Evidence:
An image of me in the midst of the meditation exercise
While working on Caucasian Chalk Circle in the fall semester of 2015 I was thrown into a familiar
environment, a theatre, but with entirely new people compared to high school and I had to learn the
new ways of going about working in this theatre department. Once I accumulated to the casts dynamic
after doing tablework, we moved the show to the stage where we began blocking. Our director, Vince
Petronio, was very open to collaboration and letting actors add their input on different scenes. When
adding input, physical comedy was occasionally used and in professional theatre, physical comedy is
all about trusting your fellow actor to be respectful of boundaries and executing your physical queue
properly. I was involved in a few physical comedy bits and every night I made sure that my fellow actor
was ready and that it was well rehearsed.
Evidence:
An image of me prior to the physical comedy bit
7.
Student will demonstrate practice of the

personal code of ethics
Leadership Institute
My own personal definition of ethics is a high standard to hold yourself to so that those around you feel
welcome and heard by others as well as aiming to never react negatively or harshly so to keep that
positive feeling among peer members. I have used this definition of ethics many times in my life but I
used this most when trying to meet new people here at school. For example, at the leadership institute
I implicated my personal code of ethics when I first met my group. I aimed to keep my mind open so
not to close myself off to new possible friends or acquaintances. When we worked in teams during the
ropes course at Institute there were many ideas being thrown out at different times, our entire group
tended to try and talk over each other until the loudest person came up with a great idea. My goal was
not to put input in but to try and have a system of civil talking. Once I got a majority of peoples
attention I explained that we should use or groups spirit stick as a talking stick so that there was
means of communication where we didnt have everyone talking at once.
8.
9.
Evidence:
A picture of my institute group working together playing tug-of-war (actually agreeing on what to do)
The values I have are all important to me but specifically, fairness is my most cherished value. Fairness
covers a broad spectrum of how groups can collaborate, grow and work as a whole. My goal in any
collaborative experience is to be as fair as possible, whether that be letting everyone put in their
opinions or ideas to help the group grow or to make sure that no one feels excluded in any way. In
addition to fairness I tend to hold respect as an important value. I firmly believe that you can work with
someone you do not agree with so long as you have respect for the work and effort that they contribute
to the given project; that is something that I also hope others can do for me if I ever trouble them
because it makes group work accomplishable.
Student will express a personal values

statement
Student will demonstrate practice of the

personal values statement
10
.

lead a project from start to finish (followthrough)
11.
Student will describe goals and objective
Evidence:
A screenshot of my small FLITE group sharing ideas on our group chat for project ideas
During the process of blocking Caucasian Chalk Circle our director, Vince Petronio, was very open to
suggestions and character choices and allowing actors to experiment with their characters. While I was
not necessarily leading with my personal values statement I was a part of the process that my
statement describes. I was able to work collaboratively when experimenting with voices and
movements while listening to my directors take on my few characters in the ensemble. When it came
to respect, I learned so much from my director so whatever notes he had for me or suggestions he
thought of I immediately tried my best to meet what he asked me to do halfway with my own ideas. My
respect for him only helped our relationship as actor/director and helped my growth as an actor.
Theatre 311
(Caucasian Chalk
Circle)
FLITE 190
Theatre 301 (Legally Blonde)
Evidence:
A picture of me as a character from Caucasian Chalk Circle as a character we collaborated on
For my large group project in FLITE 190 I worked with my teammates to create a presentation about
how we were able to display servant leadership in our community. Our initial idea was to do a beach
cleanup one Sunday morning but unfortunately due to inconvenient weather we had to cancel our
beach cleanup date. When trying to reschedule, my group could not find a common time to meet so,
instead, we had our service project be about a possible project that future FLITE classes could do. We
decided that future classes could do a project that promotes any type of anti-hate campaign on campus
and on social media. A few examples are Spread the Word to End the Word, LGBTQIAP+, antidiscriminatory campaigns, etcetera. While working on this project was not an entirely fluid process, I
was able to use my strengths to help lead in any way possible so that the final product could be just as
good as what we had originally planned. I think I improved on my strength of adaptability by doing this
project due to the last minute inconvenience of not being able to follow our original plan and thinking of
alternative project ideas. When trying to find what we could do as an alternative I worked to try and
think of ideas that everyone would be willing to work on because, like the beach cleanup, I knew if we
worked on a project that we cared about we would want to put a lot of effort into it.
Evidence:
The cover photo of the slideshow my small FLITE group used for the project.
Seeing that nearly all of my strengths are what I like to call head in the clouds strengths, I know a
10
statements regarding personal issues,

career issues, and community issues
12
.
13
.
14
.
15
.
Student will show evidence of goals and

objectives that were planned and
achieved
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
Student will show application of Maslows

theory to own life
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
personal issue of mine is my work ethic. My five strengths are positivity, adaptability, includer, ideation,
and futuristic. I call these head in the cloud strengths because they are the more abstract strengths of
the ones available, I like to think of the possibility of what can be or will be rather than working towards
what can or will be. Having a strength such as achiever or discipline would be something that I think I
could really benefit from seeing that those are less head in the clouds and more head in the
textbooks. My work ethic is something I hope to improve in due time. It is a fact I have accepted and
one that I have been working at changing. While I love all of my current strengths and would not wish
for any of them to change, in time I would like to move slightly towards a more analytical, work driven
type of attitude while still being able to keep my head in the clouds.
Theatre 311
In The Next Room / Legally Blonde
Evidence:
An image of the Legally Blonde cast list with my initials Signed next to my characters name
Maslows Hierarchy of needs is a way of ranking basic human needs that progress in complexity the
older an individual gets. The basics, which are learned at birth, include physiological safety such as
eating, drinking, breathing and sleeping. The next level up is safety which applies to your own body,
your familys safety, health and resources. Above that is the belonging aspect of the hierarchy of needs
where friendship, intimate relationships and family bonds are found. After belonging is esteem, this
includes self-esteem, approval of peers, respect for others and being respected by others. Finally, is
the most complex of all of the parts of the theory, self-actualization. Self-actualization has many
interpretive components such as morality, creativity, spontaneity, lack of prejudice and acceptance of
facts. It can be assumed when all of these are achieved by an individual, their deep-seated needs in
life have been met fully.
Writing 104
Evidence:
Maslows Pyramid
Knowing that I have access to my basic physiological needs of sleep, water, breathing, food, and
etcetera and that I have safety with security of body, employment, health and property as well as
having a solid group of friends, my family and a very loving boyfriend, I believe that I am in the Esteem
portion of the pyramid scheme. I feel I need to work on my self-esteem seeing that any word that
comes off as slightly offensive can set me off into an upset or bad mood. I believe I am confident
enough but I have yet to accomplish any large achievements outside of my major. I believe that I
respect others at this point in my life although I am not sure if I am respected by others at this point
seeing that that is not something explicitly told to everyone who is respected.
Writing 104
HDF 190
Evidence:
StrengthsQuest results
Going through any audition process is an example of having an objective that was thoroughly
planned and in some cases they are achieved, other times they may not be. In the fall semester of
2015 I auditioned for the spring musical put on URIs theatre department. The parameters for the
audition was to have two songs prepared and memorized to perform for a panel then , if called back,
you had to come back for callbacks and be prepared to dance, sing, and in some cases read. After my
audition I was called back for Warner, Elle Woods ex-boyfriend. I went into the callback with a plan to
have that role. I tried the hardest I could in the callback room and when the cast list went up, I learned
that I achieved my goal and I was cast as Warner in Legally Blonde.
Theatre 111 & 112
Evidence:
Pictures that prove belonging stage is filled (family, friends, boyfriend)
If I were to summarize my strengths I would say they are ultimately keeping happiness and
positivity present in many as many ways possible. My individual strengths, in order, are includer,
adaptability, futuristic, positivity, and ideation. I use these strengths every day and since they were
11
of application (Sources = Leadership style

inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
brought to my attention I continually work to use them more and more. I find that adaptability has been
one of my most used since coming to school. Transitioning from living at home to on campus was a
ground breaking change but I feel as though it was a quick and painless transition that was so much
more fun than I expected. Due to how small it is, the theatre department is very close. In the first
semester of freshman year all of the freshman clicked well together due to our first acting class that
involved everyone, Theatre 111, and in the second semester we had many new freshman come into
our next acting class, Theatre 112. At first, people were hesitant to integrate the class but, since my
strengths include being an inclusive person, I aimed to include everyone in conversations in classes.
Evidence:
Strengths Quest printout of Strength Descriptions
16
.
17
.
Student will show knowledge of the theory

of superleadership by Marz & Sims
Student will show application of Manz &
Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
Target class

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
of the above theory (Taylor)
Management by Objectives theory of
leadership by Drucker
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
12
26
.
27
.

Servant Leadership theory of leadership
by Greenleaf

of the above theory (Greenleaf)
FLITE 190
FLITE 190
Robert Greenleafs Servant leadership model states that a true servant leader serves first and leads
second. Greenleaf breaks this model into ten different characteristics which include Listening, Empathy,
Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the
Growth of People, and Building Community. A true servant leader makes sure they are listening intently
to those in charge. The goal of the servant leader is to identify the will of the group and help to clarify
that will. Second is Empathy, the ability of a servant leader to empathize is an integral part of this
model. By understanding others a servant leader can identify a persons special and unique abilities or
strengths. Next is Healing, a very important part of the model because for servant leader to serve it is
imperative that they can mend relationships or build relationships among those they are serving. The
fourth characteristic of this model is Awareness, the ability of a servant leader to have general
awareness for their surroundings and their own self-awareness. By being aware it gives itself to being
able to look at issues more holistically. After Awareness comes Persuasion which a servant leader uses
in order to reject the idea of one authoritative decision. Persuasion does not mean trying to coerce
someone into thinking like the servant leader but rather tries to convince them to think in a different
way all together. Conceptualization is the next of the characteristics and when applied in real life this
would be used to think past day-to-day realities and more of future possibilities. A broader thinking of
what can be rather than the immediate of what will be help to improve the likelihood of knowing, or
attempting to know, what happens in the future. Seventh is foresight, which is closely related to
conceptualization, is the ability to recognize the lessons from the past, the realities of the present, and
the possibilities of the future. The last three components of the model are Stewardship, Commitment to
Growth and Building community all of these have the common purpose of serving others with the idea
that those you are serving come first.
URI Theatre
Evidence:
FLITE 190 Course Pack (pages 33-34)
As a part of FLITE, my fellow classmates and I were asked to present how we believe the servant
leadership model applies to our lives. Personally, I found this task rather easy as a theatre major. It is
part of my job to understand characters, whether I am playing them or not, in order to play them
honestly or to understand why a character actions are justifiable. I used the specific example of my
character Warner Huntington from Legally Blonde. Warner is a shallow yet charming frat boy who
dumps his girlfriend to find someone more serious. Now while I am far from this characters
personality I find that exploring my characters decisions and trying to justify them gave me an insight to
not only this character but the archetype of people like this character, the shallow yet charming frat boy.
Now that I have an understanding of someone like this I can empathize with someone in the real world
in the future so that I can begin to serve them if need be.
Evidence:
Legally Blonde Playbill with my headshot and character name on it
28
.
29
.
30
.
31
.
32

Principle Centered Leadership theory
by Covey
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
of the above theory (Deming)
13
.
33
.
34
.
35
.
36
.
37
.
Visionary Leadership (now often cited

as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs (values, vision, voice, and
virtue) theory of leadership by Grace
(Center for Ethical Leadership)

of the above theory (Grace)
FLITE 190
FLITE 190
The 4 Vs theory of leadership is about creating a positive environment for the

common-good. The four Vs stand for Virtue, Vision, Voice, and Values. Values are
what a leader understands about themselves and what standard they hold
themselves to so that they can act ethically in a group. By having a set of values
defined it is much easier to begin working on the other three Vs of the model, Voice,
Vision, and Virtue. The next V that the model describes is Vision. Vision is the
ability to set goals for the future and to put values into perspective. Next is Voice
which is putting the Vision into action by putting your values to explain your or
demonstrate how you plan to improve life for the common good. Then, finally, is
Virtue, this represents the common good and how it can continuously improve for
any community as a whole.
GWS 150
Evidence:
4 Vs Theory of Leadership from Course Pack
The 4 Vs theory of leadership can be applied to my Final Action Project in Gender
and Womens Studies 150. For my project my classmate and I set up a booth in the
union and asked anyone who was interested to draw or write what they believe
feminism is. We had many different drawings, words and mixings of both from a
wide variety of everyone. The first V of the four is Values, an essential part of the
project because knowing where I stand for a project on feminism allows me to have a
firm stance on the issues that are brought up as well as being able to answer
questions for those who do not necessarily understand the topic as a whole. Second
is Vision. I applied this V to think of how I could educate and spread a more positive
message of feminism to URIs campus. Since the next V, Voice, is putting the vision
into action my partner and I decided that when people shared with us their
definition of feminism we would tell them a definition that is commonly used in the
Gender and Womans Studies department which is Lacey Greenes definition that
says; A social movement for gender and sex equalitya personal commitment to
understanding and gender equality in everyday life (Greene 2014). When we
shared this with them we then asked whether they agreed or disagreed and why or
why not. Since some participants were in a hurry or just wanted a piece of the free
candy we were giving away, we did not have this discussion with some people, but
14
for the people we did have it with, we hope that they can now have the same
conversation with their peers and begin to change the conversation to a lighter and
more positive talk about feminism. This positive talk about the Voice of our project
would then be our Virtue; how we hope that the common-good could improve from
what we have done.
Evidence:
One of the drawings from the project
38
.
39
.
40
.

Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
The Relational Leadership model created by Komives, McMahon, and Lucas stresses
how a group works together and builds bonds between members in the group.
There are five components (inclusive, empowering, process-oriented, purposeful and
ethical) that are then broken down into three smaller parts (knowing, being, and
doing). In order to be inclusive a relational leader needs to know themselves and
their teammates while being a driving force in improving others strengths and
integrating them into the group. Empowering is the next step up after being
inclusive because once everyone in a group is comfortable with their peers there is
another realm of comfortability to explore and thats using strengths while
cooperating in a group. In order to be Empowering one needs to understand the
impacts that one person can have on people around them you also have to think that
everyone around you has something to offer, and then the last step of empowering is
to try and encourage others to be the best that they can be. Next is Purposeful, which
is changing and or challenging the process so that it can be improved. When
applying the purposeful aspect of the model it makes a relational leader think
creatively and they make meaning of whatever situation they are in. The fourth
aspect of the model is being process oriented which means that the process of
completing the project is just as, if not more, important than the finished product.
Finally the last aspect of the model is being ethically driven. When ethics come into
play, a relational leader has a set of standards they abide by that they hope their
fellow group members will respect and vice a versa for fellow group members
towards the said relational leader. An ethical leader holds everyone to a certain set of
standards when it comes to working together.
Evidence:
The Relational Leadership Model in Course Pack (pages 15-17)
41
.
42

of the above theory (Komives et al)
15
.
43
.
44
.
45
.
46
.
concept of constructivism
Students will describe personal examples
of implementing constructivism
experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
HDF 190
The Social Change Model of Student Leadership is a model that focuses on three
different parts of change. These three include individual change, group change, and
society/community change. First is the individual change which begins with having
an understanding of self-values, beliefs, and strengths. Second is the group which is
made of the individuals and their own personal beliefs. Lastly is society /
community which is, in a way, groups of groups. These three concepts follow an ebb
and flow of each other because they create a constant loop. An individual can
change a group and in turn this group can change an entire community or a
different individual and so on. Within each of the three parts of the model there are
7 Cs that are divided into each of the categories. For example, in society /
community there is only one C which is Citizenship. Citizenship implies that any
leader who follows the social change model can understand that within a societal
change there is a necessity for social responsibility and kindness, as is the definition
of citizenship. Next is the group level which has three Cs they are, Collaboration,
Common Purpose, and Controversy with Civility. In a group, Collaboration is
essential due to the fact that proper communication can allow for insightful
conversations which can progress an entire group towards changing. Having a
Common Purpose is a large aspect of this model due to the fact that by having an
entire group agree with the way they want to initiate change it allows for a larger
effort to work towards the common goal. The last C in group is Controversy with
Civility and while it would be ideal to have all group members agree on the
Common Purpose, it is important to keep in mind that individuals are not all the
same in their beliefs which then makes for different ideas of how to effectively make
change. The Civility within the Controversy is a very important part of this C
because by being civil it allows for fluent conversations rather than heated tempers
and possible screaming matches which benefit no one when working on an effort to
make a change. Lastly are the three Cs of the individual; Consciousness of Self,
Congruence, and Commitment. Consciousness of Self is the ability to be in touch
with oneself and to understand who the individual is as their own person.
Congruence is when an individuals actions reflect what they belief or in other
words, they practice what they preach. Finally, the secret eighth C is Change itself
which encompasses the entire model in itself.
Evidence:
16
47
.

of the above theory (Astin et al)
HDF 190
Stepping Stone Activity
Course Pack pages 28-30

In class one day my entire FLITE class met in the memorial union so we could
participate in an activity that was a way of teaching and exemplifying the social
change model. This exercise was called the stepping stones activity and the goal was
to use the given stepping stones, which were small rubber mats, to try and make it
around the room to two separate hula hoops and ending back at your own which
was essentially one big circle. This embodied the social change model because there
was a room of individuals who were then put into groups and all of those groups,
when put together, made a community of sorts. First, I felt that I needed to think of
my own method of how my group would be able to cross these stepping stones to
get to the next hoop and while I brainstormed, so did my group. Before we made
any moves we decided to collaborate on how we would try to get to the next hula
hoop, there was a small amount of disagreeing but, it was civil as the model says,
Controversy with Civility. Eventually we came to a consensus and began to make
our moves but we quickly learned that if any foot touches the floor instead of a mat
or any area outside of a hula hoop, you had a stepping stone taken away and
punishment for your group. Our group had to pick someone to not talk for the
duration of the exercise so I quickly explored my personal beliefs and figured, I
know I do not participate so much verbally that it would not be a large group loss if I
did not talk so, I was the volunteer. Once one member of our tem made it to the first
hula hoop, members of the hula hoop before us had reached ours and at this point
the activity became a group on group on group effort, which in some way was like a
community. When all of the groups worked together it made a significant change in
the amount of time it took to finish the exercise. This activity was the essence of
social change because throughout the process there was individual reflection, group
collaboration, and community interaction.
Evidence:
An image from the activity
48
.
49
.
50
.
51
.
52
.

the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
17
53
.
54
.
55
.
56
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57
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58
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59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.

of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
18
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
82
Target class
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
N/a
My freshman year was a pivotal year for me because I came into my shell more that year than I had in
any other time of my life. My biggest accomplishment was coming to terms with my sexuality and finally
19
coming out as gay. I had kept my secret from everyone I knew up until a month prior coming to school
when I told two friends from back home and my sister, when I came to school I went to the Leadership
Institute the first weekend and told my group about my sexuality and from there on, anyone I met at
school I was open with about my sexuality. The next step, which was also the hardest was telling my
parents. I knew from a young age that my mother would be supportive of my sister and I no matter who
we loved or who we were so it was not so much her I was worried about as much as my father who
quite honestly, was a homophobe. The night I told my father was the night I became an agent of
change. If I am to refer to the social change model, I began an individual change in my father by
questioning his beliefs with my identity. Since coming out to him, he has been making strides towards
understanding and accepting who I, and the entire LGBT community, are. I began a change in him that
allowed me to live as freely at my fathers house as I did on campus. This small change in my father
has made him much more sensitive to the topic of homosexuality and in turn he has begun to take his
new found understanding to his friends and family who are all in a similar mindset about the whole
thing and he has started to be an advocate for change in small dosages at a time. As of the 27th of
April, when I am writing this outcome, my biggest stride with my father was a week ago when I finally
told him that I had a boyfriend, something that I quite honestly feared telling him because while he has
made progress I know there is still a lot more to be made. He had trouble accepting the fact but, he
assured me that it did not change a thing in our relationship which then gave me the confidence to
come out publicly on social media.
83
.
Student will create a personal code of

inclusive leadership
Evidence:
A screen shot of my relationship status on Facebook
Seeing that my top strength is that I am inclusive, creating a code of inclusive leadership seems like
something that I should have had a long time ago. An includer is described to be someone who can
empathize with those who do not feel included, so as part of my code of inclusive leadership I will make
it a goal of mine to never let anyone feel that way while they are in my company. Even further, in group
work I often understand what it is like to be drowned out by the loudest voice since I am not one who
can be so loud, as an inclusive leader I will also make it my business to make sure that everyone in
whatever group I am part of gets the opportunity to speak their minds and share their ideas and
opinions. Essentially, as an includer I will rarely, if ever, turn my back to someone who feels left out or
unheard because I understand the frustration and discomfort of those situations.
Evidence:
A description from Strength Quest of my top Strength; Includer.
84
.
85
.
86
.
87
.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
20
Outcome Category: Critical Thinking

Outcome
88
.
89
.
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Target class
HDF190
THE300 (Legally Blonde)
Thinking critically is an essential to being an actor, it is important because when reading scripts and
analyzing scenes it helps me understand how the situation will or should play out. In Legally Blonde the
musical my character, Warner Huntington, is a villain of sorts and there were many ways I interpreted
his character. Initially I pictured him as a sarcastic jerk, this changed the dynamic of many scenes but
this dynamic was not what the show was supposed to feel like, it distracted from the peppiness of the
show and made scenes darker than they were supposed to be so I felt the need to rethink my
character. I spent a lot of time rereading the script and reevaluating my characters decisions and
actions. After a while it began to click that he was not in fact a sarcastic / rude archetype but more of
a shallow / charming type of character. As rehearsals progressed my director, Paula McGlasson,
began to commend me for the apparent strides I made with my character. My ability to think critically
when reading scripts or analyzing characters allows for me to make a performance more authentic and
saturated with truth.
Evidence:
A news article about my performance from the Newport Mercury
90
.
91
.
92
.
93
.
94
.
95
.
96
.
97
.
98
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
21
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100
.

active listening techniques
Student will describe examples of using
active listening skills
Target class
Theatre 112
Theatre 301 / 311
Here is a pro-tip to acting; while your lines are just as important as everyone elses when performing,
there is no certainty that you will deliver your lines correctly if you do not pay attention to how another
character feels, looks and most importantly, speaks. A lesson I have learned from acting that I have
been able to apply to my real life is that if you are not paying full attention to what is being said and
how things are being said, there is a likely chance that you can misinterpret someones message which
then can cause you to say your next line without any regard to what has been said and to what a fitting
response would be. In a real life application, this would be practically the same thing but, instead of
delivering a line with the wrong inflection, you could kill a real conversation. This semester I was given
a scene in my acting class from Angels in America by Tony Kushner and as part of that scene I had a
scene partner. The scene that I was given was rather complex for a freshman just beginning theatre
studies but as my scene partner and I rehearsed this scene there was no connection between us and it
was quite apparent but we were not quite sure why. We figured that when we performed the scene the
connection would just appear. When we took our scene to the stage for our professor and classmates
to watch we got a lot of feedback about how our scene was not quite where it needed to be and my
professor mentioned that we should be sure to try and listen to each other and react that way rather
than having a rehearsed reaction. The next time my partner and I met we began to truly listen to what
each others characters were saying before saying our next lines, so in other words we were actively
listening to each other. By the next time we performed the scene my professor told us that the
improvements we made were tremendous and that the scene seemed so much more honest because
of the work we put in so that we were listening to each other rather than solely reciting lines to each
other. I have begun to use this in my day to day life, when meeting new people and asking them about
themselves I like to truly listen, give affirmation that I am listening and respond with comments or
questions that do not create the same disconnect I had in my scene for my acting class.
Evidence:
A copy of the marked up script from Angels in America
101
.
102
.
103
.

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Theatre 111
Theatre 112
A large part of performing is giving and accepting feedback or criticisms and for a long time it was
difficult for me to hear feedback because in my eyes, that meant I had failed in the eyes of the person
who gave me the feedback/criticism. My professor, Alan Hawkridge, told my class that he appreciates
22
when we give feedback to other students after they perform a monologue or scene, so in my first
semester of acting my class was very talkative and loved to give positive feedback. I loved to tell
people what they did well by complimenting what they did best in their performances for example,
some have great physicality, some are able to convey their story with little movement at all and just
using their inflections in their voices. There were some instances that were quite apparent people
needed to improve, and the class was always very open about it with those on stage. Whether
projection was poor, their lines werent memorized, or they stood still the whole time my Theatre 111
class was not shy to let those people know what they needed to do to improve while still finding a
positive to let the person know they still did well. Now, I love performing but my least favorite part was
when my professor would tell me to stay on stage so the lass could give me feedback. I always thought
the more hands that went up to give me feedback the worse my performance was. My professor at one
point noticed how defeated I seemed after class and let me know that the roommate in my head was
telling me I did awfully and that I needed to start shutting him up and trusting my gut when it comes to
liking my performances. I am currently in the next level acting class and let criticisms and feedback roll
off my back if they are not positive, but that being said I do not forget them so that I can aim to improve
my performances in the future.
Evidence:
A rubric from my performance on a jury
104
.
105
.
106
.
107
.
108
.
109
.
110.
111.
112.
113.
114.
115.
Student will describe examples of giving

and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
23
116.
117.
118.
119.
120
.
121
.
122
.
123
.
124
.
125
.
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Writing 104
As part of a project in my writing elective I was asked to make a profile on someone but, not just
anyone, someone who is involved with my major (which in my case is anyone involved in theatre in any
way shape or form), so for this project I decided to interview my high school choir teacher who is also
the musical director for my High School as well as an occasional accompanist for outside theatres. Of
course the first step was to make sure that my old choir teacher, Ms. Kane, was free and willing to do
be interviewed and luckily, she was. After setting up a date and time I began to compile questions that
would make a profile as interesting as possible. When thinking of questions I knew so much about her
already that I was not going to waste my time and ask her the simple questions about her age or her
job so I began to dig deeper. It took me a while but I found three very unique and riveting questions. My
professor asked that we spend less time asking questions on our sheets of paper and more time
listening to our interviewees answers so we could ask questions that pertained to what they said.
When I got to my high school and sat down with my old teacher we caught up for a brief while and then
I began asking my questions, I realized that when I was truly listening to what she was saying I had so
many more questions than I would have had I just stuck to what was on my sheet of paper. Once I got
all of the information I needed I made sure that I had of her basic information was correct such as her
age, where she graduated from, when she started her journey into music studies and so on and so
forth. I spent a mere two hours typing the paper, sent it to her and she said that she loved it.
Evidence:
Profile of my high school music teacher
126
.
127
.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
Legally Blonde
Promotional
Video
While working on Legally Blonde a guest actor who played the adult role of Professor Callahan helped
promote our show by interviewing cast members and using clips from rehearsals for videos that he
posted on Facebook. The actress who played Elle Woods and I were the first people he interviewed.
24
He explained to us at the beginning of a rehearsal one night he was going to record me and her
practicing our duet around the piano with the accompanist and that we would later be interviewed
about our characters and about our accompanist who was also the musical director for the show. After
we were finished rehearsing he mentioned to us what questions he had for us and he let us do a quick
run through of what we were going to say. Once the camera was rolling he had us give a brief
description of who we were playing and what characteristics they have, thanks to the magic of video
editing he let us do it a few times. The first three takes or so we all had the giggles since it was so
strange being on camera for all of us but by the fourth take, everything went very smoothly. When he
asked about our musical director we had nothing but good things to say about her. Later that night the
video was up on Facebook and my first recorded interview was up for the world to see
Evidence:
A screenshot of the interview with me and the two other actors
128
.
129
.
130
.
131
.
132
.
133
.
134
.
135
.
136
.
137
.

collaboration / coalition building
working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Theatre 301
(Caucasian
Chalk Circle)
In the Fall of 2015, URI Theatre put on a production of The Caucasian Chalk Circle
by Brecht. Now originally I was not cast in this show but I was lucky enough to be
asked to join after one actor was no longer able to participate in the production.
Table work is the first step in any show, the director and the cast goes through the
entire script reading aloud and stopping to do character work, I came into the show
when the table work was essentially over. I had many ensemble characters in the
beginning of the show that I never got to work on before taking them to the stage so
the first time I performed as them I was taking a shot in the dark with every
character. This was how I built my credibility, by taking these chances with my
characters and trying new bold things which the director really appreciated. I
25
maintained this credibility as a leader by always trying new things and aiming to
improve my performance so that I could help add to the shows high energy and high
paced comedy. At one point I had a block with one of my characters, The Drunk
Monk, because my director asked me to speak like I was drunk, but not just any
drunk, he wanted me to mimic Dudley Moores performance in the hit 80s movie
Arthur and the way he spoke. It took me a long time to get the proper articulation,
or proper slurring rather, but one rehearsal where we talked through the show my
Drunk Monk came out perfectly and my director commended me for it, which was
not typically common for him. By building, maintaining, and repairing my
credibility as a leader (mostly a servant leader if there were any model to choose
from) I felt a part of the cast quickly.
Evidence:
Caucasian Chalk Circle Play Picture
138
.
139
.
140
.
Student will describe ethical standards in

influence
141
.
142
.
143
.
144
.
145
.

mentoring and being mentored
Student will describe influence applies to

leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)
26
27

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Student will demonstrate autonomy and a

Student will demonstrate personal,

Descriptive notes regarding learning and practice

Student will demonstrate the ability to

Leadership Inventory Revised 8/30/2013

Student will demonstrate knowledge of

Past Musical experiences (Legally

Student will demonstrate the ability to

Caucasian Chalk Circle

Student will express a personal code of

Caucasian Chalk Circle

Student will demonstrate practice of the

Student will express a personal values

Student will demonstrate practice of the

Student will demonstrate the ability to

Student will describe goals and objective

Theatre 301 (Legally Blonde)

statements regarding personal issues,

Student will show evidence of goals and

Student will show knowledge of the

Student will show application of Maslows

Student will describe personal leadership

In The Next Room / Legally Blonde

Theatre 111 & 112