LEADERSHIP

DEVELOPMENT
Outcomes&Evidence
ProgressInventory*

MINORINLEADERSHIPSTUDIES
CenterforStudentLeadershipDevelopment
MemorialUnion
UniversityofRhodeIsland

Name:SamZabronsky
DateEnrolled:
DateofGraduation:

*TheOutcomes&EvidenceProgressInventoryistheintellectualpropertyoftheCenterforStudentLeadershipDevelopment(CSLD)atthe
UniversityofRhodeIslandandcannotbereproducedinpart,orinitsentirety,withoutthewrittenpermissionoftheactingAssistantDirectorofthe
CSLD.

LeadershipInventoryRevised8/30/2013

CONTENTS

ABOUTTHEMINOR&CENTERFORSTUDENTLEADERSHIPDEVELOPMENT(
informationincluded)
CenterforStudentLeadershipDevelopmentInformation
MinorInformation
DevelopmentalModel

ADVISINGINFORMATION(
studentswillincludeowndocumentation)
TrackingSheet/AdvisingUpdates
SyllabiofMinorClasses(CoreandElectives)
Internship
o Guidelines
o Syllabus
o Midterm
o Final

OUTCOMES

Outcomes(SelfLeadership,InterpersonalandOrganizational,LeadershipTheories,InclusiveLeadership,
CriticalThinking)

TargetedClasses

Experiences

Evidence

CENTERFORSTUDENTLEADERSHIPDEVELOPMENT
Office:MemorialUnionRoom210Phone:(401)8742726
Fax:
(401)8745317

LeadershipInventoryRevised8/30/2013

CSLDMissionStatement
ToenhancethemissionoftheUniversityofRhodeIsland,TheCenterforStudentLeadershipDevelopmentaimsto:

Providedevelopmentalopportunitiesforallstudentstobecomeinformed,inclusive,effective,andethicalleadersintheglobalmarketplacethroughtheimplementationoflearnercentered
academic,experiential,andcocurricularprogramming.

Engageinresearch,assessment,andadvancementinordertopositivelyimpacttheexpandingfieldofleadershipstudies.

CSLDVisionStatement
TheURICenterforStudentLeadershipDevelopmentwillpromotedynamicstrengthsbasedleadershipdevelopmentthroughmultipledeliverymethodstopreparestudentstobecompetitiveinthe
workplaceandglobalmarketplace.TheCSLDseekstoprogressasinnovatorsforexperientialengagementandenrichingassessment.

CSLDValuesStatement
GroundedintheSocialChangeModelofLeadershipDevelopment(HigherEducationResearchInstitute),RelationalLeadershipModel(Komivies,Lucas,&McMahon),andServantLeadership
(Greenleaf),theURICenterforStudentLeadershipDevelopmentvalues:

Engagedandexperientiallearningthroughaconstructivistapproach

Inclusion,SocialJustice,andCivicEngagement

EthicalandValuebasedLeadership&RelationshipBuilding

InnovativeAssessmentandPresentationModels

MINORINLEADERSHIPSTUDIES

AtURI,weareamongonlyahandfulofcollegesanduniversitiesacrossthecountrythatoffersaMinorinLeadershipStudiesandonethatiscustomizedforeachstudent.Weutilizea
crossdisciplinaryapproachtoleadershipeducationdesignedtocomplementyouracademicstudies.Allcoursesutilizeavarietyofteachingmethodsbutultimatelyincludesomeformofexperiential
learning,practicalapplication,andreflectivelearning.Employers,nowmorethanever,areseekingcandidateswithexceptionalskillsintheareasofinterpersonalandgroupmanagement,problem
solving,criticalthinkingandeffectivecommunication.Wecanhelpwithalloftheabove.

GENERALINFORMATION

Regardlessofyourmajor,youcanminorinLeadershipStudies.
Requirementsmaybesatisfiedbycompleting18ormorecreditsrelatedtoleadershipandofferedbymorethanonedepartment.
Twelve(12)ofthe18creditsmustbeatthe200levelofinstructionorabove.AcoursegradeofCorbettermustbeearnedineachgradedcourse.Atleast12ofthecreditsmustbeearnedat
URI.
Nocoursemaybeusedtoapplytoboththemajorandminorfieldsofstudy.CoursesinGeneralEducationorforotherminorsmaybeusedfortheminor*(*thisdoesnotapplytostudentsin
theCollegeofBusiness).Withtheexceptionofinternshipcredit,allcoursesfortheminormustbetakenforagrade.TheIntroductoryclassmustbetakenbeforetheinternshipandthe
capstonecourse.
Applicationfortheminormustbefiledinyouracademicdeansofficenolaterthanthebeginningofthefinalsemesterorterm.
Approvaloftheminordoesnotguaranteethatthesuggestedcourseswillbeavailabletoyouonaschedulecorrelatedwithyourgraduationplansnorguaranteespaceinanyrequiredcourse.

COREREQUIREMENTS9Credits
RequiredElement

Classoptions

Notes

IntroductoryCourse
3credits

HDF190:FLITE
HDF290:ModernLeadershipIssues

Onlyofferedinspringforfirstyearstudents

OfferedFallandSpringforsophomores&juniors

Internship
3credits

HDF417:LeadershipInternship

or

or

ExperiencethroughOfficeofExperientialLearning&CommunityEngagement

Requires40hours/creditwithamin.of80hours&amax.of120hoursofdocumentedinternship
experienceforgradedcredit

or

InternshipClassinAcademicMajor

Theonlytimethemajorandminorcanoverlap

LeadershipInventoryRevised8/30/2013

Capstone
3credits

HDF412:Historical,Multiethnic&AlternativeLeadership

Offeredonlyinthefallwithpreferencegiventoseniors

OfferedinthespringandsummerwithDr.Leatham

OfferedinthefallandspringwithDr.Cooper

MustbeinHonorsorhaveGPAof3.3

Portfolio
1credit

HDF492:LeadershipMinorPortfolio

Takenlastspringsemesterofenrollment(someexceptions)

or

COM402:Leadership&Motivation
or

BUS441:LeadershipSkillsDevelopment
or

HPR411/412:HonorsSeniorSeminar

MINORELECTIVES9credits
*
AdditionalclassesmaybeappropriateandthereforeaddedtothelistseeCSLDforthemostupdatedlistorbringaclassthatyouthinkshouldbeanelective

AAF300:CivilRightsMovementintheUS
BUS341:OrganizationalBehavior
BUS342:HumanResourceManagement
BUS441:Leadership&Motivation(capstoneoption)
BUS443:OrganizationalDesign&Change
BUS448:InternationalDimensionsofBusiness
BUS449:Entrepreneurship
COM100:CommunicationFundamentals
COM202:PublicSpeaking
COM208:ArgumentationandDebate
COM210:Persuasion:TheRhetoricofInfluence
COM221:InterpersonalCommunication
COM250:SmallGroupCommunication
COM302:AdvancedPublicSpeaking
COM308:AdvancedArgumentation
COM322:Gender&Communication
COM351:OralComm.inBusiness&theProfessions
COM361:InterculturalCommunication
COM383:RhetoricalTheory
COM385:CommunicationandSocialInfluence

COM402:LeadershipandMotivation(capstoneoption)
COM407:PoliticalCommunication
COM415:TheEthicsofPersuasion
COM421:AdvancedInterpersonalCommunication
COM422:CommunicationandConflict
COM441:Race,PoliticsandtheMedia
COM450:OrganizationalCommunication
COM461/462:ManagingCulturalDifferencesinOrganizations
CSV302:URICommunityService
GWS150:IntroductiontoWomensStudies
GWS310:Race,Class,SexualityinWomensLives
GWS350:InternationalWomensIssues
HDF190:FirstYearLeadersInspiredtoExcellence(FLITE)
(introductorycourseoption)
HDF290:ModernLeadershipIssues(introductorycourseoption)
HDF291:RoseButlerBrowneProgramPeerMentoringProgram
HDF412:Historical,MultiEthnic,&AlternativeLeadership(capstone
option)
HDF413:StudentOrganizationLeadershipConsulting
HDF414:LeadershipforActivismandSocialChange
HDF415:FLITEPeerLeadership

HDF416:LeadershipinOrganizations
HDF417:LeadershipMinorInternship
HDF437:Law&FamiliesintheU.S.
HDF450:IntroductiontoCounseling
HPR118:HonorsCourseinSpeechCommunications
HPR203:ThePreparedMind
HPR412:HonorsSeminar(capstoneoption)
MSL101:IntroductiontoMilitaryLeadership
MSL201:Leadership&MilitaryHistory
MSL201:MilitarySkillsandHistoryofWarfare
MSL202:Leadership&TeamBuilding
MSL301:Leadership&Management
PEX375:WomeninSportContemporaryPerspectives
PHL212:Ethics
PSC304:IntroductiontoPublicAdministration
PSC369:LegislativeProcessandPublicPolicy
PSC504:EthicsinPublicAdministration
SOC300/WMS350:WomenandWork
THE221:StageManagement
THE341:TheaterManagement

LeadershipInventoryRevised8/30/2013

BECOMINGAPOSITIVELEADERTHROUGHDEVELOPMENT&INVOLVEMENT

Wilson,1998(URIMemorialUnion/CenterforStudentLeadershipDevelopment)
RevisedafterthepublicationofExploringLeadership:forCollegeStudentsWhoWanttoMakeaDifferencebyKomives,McMahonandLucas,1998.

Youneedtohaveyourownacttogetherbeforeyoucanleadothers:

LeadershipInventoryRevised8/30/2013

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 areasmaybeusedinstead). Inmanyofourclasses,theassignmentscanserveasyour
evidence. Periodically, and not less than at the end of each semester, you should update youroutcomesprogress. Inthe
additionalexperiences

column, name additional classes or experiencesthat contributedtoyoubecomingproficientinthatoutcome. Asthesemesters pass,youwillthinkof

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. Reflectingondevelopmentisnotalinearprocess,butitdoeshelptoreflectoften.Inthe
descriptive
notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the endof eachsection,youneedtoinclude
evidence that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that
someone has determined thatyouhavedemonstrated proficiency(ornot,oraremakingprogress). Makesuretokeepelectroniccopiesofallofyour
evidencetoincludeinyourPortfolio.

OutcomeCategory:SelfLeadership
Outcome

Target class

Additional Experiences

Descriptive notes regarding learning and practice

LeadershipInventoryRevised8/30/2013

1.

Studentwilldemonstrateautonomy
andaminimizedneedforapproval

HDF190

AlphaEpsilonPi

2.

Studentwilldemonstratepersonal,
organizational,andacademic
examplesofselfdiscipline

HDF190

FLITERetreat
OutcomeAssignment

3.

Studentwilldemonstratetheabilityto
manageemotions

HDF190

LeadershipInstitute

4.

Studentwilldemonstrateknowledge
ofstressmanagementmethods

HDF190

Clubs&Sports

5.

Studentwilldemonstratetheabilityto
managestress

Chm101

UltimateFrisbee

WhenIfirstcametoURI,Ihadmymindsetonbecomingveryactiveinstudentlife.This
includedrushingafraternity,adecisionthatwillhaveaseriousimpactontherestofmylife.
Usually,Iwouldaskmyparentsbeforedoingsomethinglikethis,butIdecidedthatthiswas
somethingthatIreallywantedtodo,soIproceededwithouttheirknowledge.Afterconcluding
thatIwouldbeabletoafforditonmyown,IonlytoldmyparentsafterIhadalreadyreceived
andsignedabidfortheAlphaEpsilonPifraternity.Tomysurprise,myparentswerenotatall
angryaboutthis,andInowfeelthatIambeginningtodemonstratetomyparentsthatIaman
adultcapableofmakingmyowndecisions.(SeeEvidence1)
AttheHDF190retreat/DayofDiscovery,ourclasswasintroducedtotheoutcomesproject.
Thisentailsasubstantialamountofwork,butonethatisverymanageableifdoneinsmall
increments.ToensurethatIdothis,Icreatedacommitmenttodoatleast2outcomesevery
weekendofthesemestersothattheweekbeforetheprojectisdue,Iwillbenearlydone.I
keepanacademiccalendaronmywallofimportantdates.Inowhavemarkedforevery
weekendthatIneedtodoatleasttwooutcomes.Thishassofarbeenhelpful,andIfeelthatI
ambothlearninghowtocompleteoutcomes,andinlearninghowtorationworkonalarge
project.Animportantaspectofleadershipisknowingwhathastogetdone,andwhen.(See
Evidence2)
Managingemotionsincollegehasbeenmoredifficultthanmostothertimesinmylifebecause
thestressofbalancingclassesandahundredotherthingsmakesmemoreemotionalthan
usual.Ifindthebestwaytomanagestheseemotionsistoconfideinmyfriendsthatwereon
myteamattheLeadershipInstitute.TheyhaveknownmeforlongerthananyoneelseatURI,
andbuiltuptrustwithmebeforeschoolevenbegan.Ihaveencounteredchallengesinfinding
oneswhowilllistentome,butafterayearatschoolIhavefoundthreeoftheseclosefriends
fromteamvisionthatarealwayswillingtolistentome.Talkingthroughmyemotionswith
thesefriendshelpsmeletgoofmynegativeemotionsandwakeeverymorningexcitedabout
thedayaheadofme.(SeeEvidence3)
ForaaslongasIcanremember,Ihavebeenajuggler.Mostpeoplechose1orno
extracurricularactivitiestoparticipatein,andaresatisfied.Thishasneverbeenme.
Currently,IamontheclubUltimateFrisbeeteam,thechairofphilanthropyinAlphaEpsilonPi,
amemberoftheoutingclub,andapplyingforadozensummerinternships,allwhileItake18
creditspersemester.Mostpeoplebecomestressedbybecomingbusy,butbeingbusycalms
me.WhenIhaveafewhoursperdayorweekcommittedtosomethingthatIaminterested
in,schoolseemslessintimidating,andmyhecticschedulecalmsme.(SeeEvidence4)
EarlyinmyfirstsemesteratURI,Istruggledwithchemistry.IfeltlikethemoretimeIputin,
thelessIunderstoodthematerialanditgavemeanenormousamountofstress.ThenI
discoveredUltimateFrisbee.AclubteamatURIthatpracticed3tofivetimesaweekfor23
hoursaday.Thistookupanimmenseamountoftime,butithelpedmegetridofmystress.I
hadtomakeascheduletosplitmytime,butithelpedmebecomemoreorganized.WhileI
playedafunsport,Ilearnedhowtomanagemytimeeffectively,andusethetimeIsetaaside
forchemistry,nomoreorless.Intheend,joiningaclubsporttaughtmehowtomanagemy
stress.Forme,thebestwaytohaveacommitmenttoasportforanhourortwoeverydayso
thatIcanbothhavefun,andgetmyworkdone.(SeeEvidence4)
LeadershipInventoryRevised8/30/2013

6.

Studentwillexpressapersonalcode
ofleadership/membershipethics

HDF190

SandySpringFriendSchool

7.

Studentwilldemonstratepracticeof
thepersonalcodeofethics

HDF190

TeamVision

8.

Studentwillexpressapersonalvalues
statement

HDF190

RelationalLeadershipModel

9.

Studentwilldemonstratepracticeof
thepersonalvaluesstatement

HDF190

IntramuralBasketballLeague

10.

Studentwilldemonstratetheabilityto
leadaprojectfromstarttofinish
(followthrough)

Com100

HDF190

Tome,putsimply,ethicsisaboutdoingwhatisright.Foraleader,thismeanshavingacode
ofvaluesandbeliefsthataretoalwaysbefollowed.Forhighschool,IwenttoSandySpring
FriendsSchool,aquakerhighschoolthattaughtmequakervalues.Theybelievethatthereis
apartofgodineveryone,andthisishowIviewethicalleadership.ImaynotlikeeveryoneI
leadorworkwith,butIbelievethateachpersoncontainsapieceofdivinegoodnessno
greaterthanmyown.Whenworkingwithothers,Itrytoseewhattheirpersonalgiftpertains
to,andhowitcanbeusedforgood.(SeeEvidence5)
IstartedmytimeatURIwiththeleadershipinstitute,whereIwasputontoasmallteam,and
hadtolearntoworkwellwithmyteamonavarietyofchallenges.Obviously,Ididnotlike
everyoneinmygroup,butItriedtoworkwitheveryone,andseethatofgodineveryone.I
hadtroublegettingalongwithonegirlinmygroup.Ifeltthatourpersonalitiesclashed,and
hadtroubleconnectingwithher.Whenwewereputonthechallengecourse,however,we
wereforcedtoworktogether.Itriedrealhardtoseethebestinher,andsoondiscoveredthat
shewasactuallyextremelycreative,andintelligent.Tothisday,sheisoneofmyclosest
friends.(SeeEvidence3)
Tome,theRelationalLeadershipModelmakessensetome.OneofthereasonsthatIfeel
thiswayisbecausetrustworthinessisexplicitlypartofthemodel.Inleadership,Ibelievethat
nothingismoreimportantthanbeinghonest,andtrustingthatothersarebeinghonest.I
strugglebetweenjusticeandmercy.Bothareimportant,andItishardtodistinguishwhichone
ismoreintegraltoasuccessfulleader,buttome,honestytrumpsloyaltybyfar.Apoorleader
mayrallypeoplewithlies,butonlyanexcellentleadercangetpeopletosupportthemwithout
usinglies.Asleaders,westrivetobecomebetter,andtomebettermeansmorehonest.(See
Evidence6)
Thisspring,myfraternitysigneduptoplayintramuralbasketballinURIsgreekleague.
Alwayslookingforsomethingfuntodo,Isignedup.Wewerenotverygood.Everybodywas
playingforfun,butmanyofthefraternitiesthatweplayedagainsthadmorethan150brothers,
wherewehave30.Sometimeswehadtroublejustgetting5brotherstoshowupforgames,
theminimumneededtoplay.Astheseasoncametoaclose,wehadverylowturnoutsat
games.OurfinalgameoftheseasonwasagainstSigmaPhiEpsilon,amassivefraternitythat
wasatthetimeinsecondplaceforintramuralbasketballoutofallofgreeklife.Asthegame
drewclose,oneofmybrothersthatusuallyplayedinourgamestoldmethathewasthinking
ofnotgoing,andaskedmeifwehadanychanceofwinningthisgame.Valuinghonesty,Itold
himthatwewouldprobablygetobliterated,butcouldhavefunwhiledoingso.Iwasrisking
ourparticipationinthegame,butvaluedbeinghonestaboveallelse.Intheend,heshowed
up,andweplayedaveryclosegameintheendlosing4042,byfarourclosestandmostfun
gameoftheseason.(SeeEvidence7)
InCom100,halfofourfinalexamgradewasa2025minutegroupprojectonanytopicofour
choice.OurgroupchoseDoctorsWithoutBorders,anonprofitorganizationthatprovides
medicalcaretounderdevelopedcountries.Idecidedtotaketheleadonthisproject,and
directmygroup.Iorganizedthegroupbygivingpeopleindividualtaskssuchasshooting
videosforaourpresentation,makingaflyertogiveouttotheclass,andmakinganinteractive
presentation.Ifoundthatthemostdifficultpartofleadingagroupprojectwascommunicating
LeadershipInventoryRevised8/30/2013

11.

Studentwilldescribegoalsand
objectivestatementsregarding
personalissues,careerissues,and
communityissues

BIO130

SummerjobatQuanTech

12.

Studentwillshowevidenceofgoals
andobjectivesthatwereplannedand
achieved

Mth111

SupplementalInstruction

13.

Studentwillshowknowledgeofthe
HierarchyofNeedstheoryby
Maslow
Studentwillshowapplicationof
Maslowstheorytoownlife
Studentwilldescribepersonal
leadershipstyleand/orpersonality
styleincludingstrengthsand
weaknessesandexamplesof
application(Sources=Leadership
styleinventories,theL.P.I.,
StrengthsQuest,TypeFocus(MBTI),
LAMP,andothercareerinventories,
etc.)

wellwithallofthegroupmembers.Peoplewouldoftennotrespondtoemails,ortext
messages.Ifoundthatthebestwaytomakesurethatworkgotdonewastosetatimeto
meetinperson.Inclass,wewouldallagreeonatimeandplacetomeetandgetworkdone
orassigntasks.Thisprojecthelpedmerealizecommonchallengesofworkingingroups,and
helpedmedevelopstrategiestoovercomethesechallenges.(SeeEvidence8)
ThereasonIchoseURIwassoIcouldstudytheoceanfromcloseby.Declaringmymajoras
MarineBiology,IimmediatelysetmygoalsongettingtothetopofmyfieldsoIcouldprotect
thevastresourcesoftheoceanthatarerapidlydeclining.InmyMarineBiologyURI101
class,ratherthanplayingonmyphonelikemanyofmyclassmates,Itooknotesandwatched
carefullytoseehowtotosucceedatURIinmyfield.Idevotedmytimetokeepingmygrades
up,butalsoapplyingtocountlessjobsandinternshipssothateachsummerIcanhaveapaid
internshipandgetagoodjobrightoutofcollege.Thesummerafterhighschool,Igotajob
withQuantech,acontractoroftheNationalMarineFisheriesServicewhereIwastheonlyone
withoutacollegedegree.WhatismostimportanttomeissucceedingsothatIcanmakea
difference.EveryjoborAIget,Iseeasonestepclosertomychancetotryandsavethe
planetfromenvironmentalnightmares.(SeeEvidence9)
MyfirstsemesteratURI,Iplacedintomth111precalculus.Havingtakenprecalculus,
calculus,andAPstatisticsinhighschool,Iassumedthisclasswouldbeajoke.Ididnottake
itseriouslyanddidsopoorlyonthefirsttwoexamsthatbythetimeIrealizedthatmyalgebra
skillswereveryrusty,itwastoolate.Ihadtoretakethecourse.Iimmediatelysetthegoalsof
workinghardinthatclassandgettinganA.Todothis,IattendedSupplementalInstruction
sessions,wenttoofficehourswithmyprofessor,andpayedcloseattentioninclass.Withthis
effort,thecoursewasmucheasier,andonthefirsttwoexamscombinedIonlyanswered4
questionsincorrectlyoutof50.Ilearnedthatnomatterhoweasyacourseseems,Ishould
alwaysputinmaximalefforttomakesurethisneverhappensagain.Overall,doingpoorlyin
thiscourselastsemestermademeabetterstudent.(SeeEvidence10)

HDF190

LeadershipInstitute

InHDF190,wecompletedboththeGallup'sstrengthsfinder,andtheVIAcharacterstrengths
finder.FortheGallup,mytopfivestrengthswerecontext,activator,woo,restorative,and
positivity.Iagreewithpositivity,restorative,andwoo.IfeelthatIspendalotoftimefixing
things,andIlovemeetingandgettingtoknownewpeople.Ibelievethatmybiggeststrength
isthegoodthatIseeinlife,sopositivityisatopstrengthforme.Ithoughtitwasinteresting
thatmytopGallupstrengthwascontextbecauseeventhoughIdolovehistory,Ispendlittle
timethinkingaboutthepast.IdonotconsidermyselfanactivatorasIoftenhavetrouble
turningthoughtsintoactions.FortheVIA,Icompletelyagreewithallfiveofmytopcharacter
strengthswhichwerecuriosity,appreciationofbeautyandexcellence,forgiveness,humor,
andlove.IthinkthatIuseeachoftheseeveryday.Ilovelearningbydoing,andalwaystryto
figureouthowthingswork,andhowIcouldfindadifferentwaytoaccomplishatask.Ibelieve

14.
15.

LeadershipInventoryRevised8/30/2013

16.

Studentwillshowknowledgeofthe
theoryofSuperleadershipbyManz&
Sims
17. StudentwillshowapplicationofManz
&Simstheorytoownlife
Outcome Category: Leadership Theories
18.

19.

20.

21.

22.

23.

24.

25.

26.

Outcome
Studentwillshowknowledgeofthe
AuthorityandBureaucracytheoryof
leadershipWeber
Studentwilldescribepersonal
applicationoftheabovetheory
(Weber)
Studentwillshowknowledgeofthe
ScientificManagementtheoryof
leadershipbyTaylor
Studentwilldescribepersonal
applicationoftheabovetheory
(Taylor)
Studentwillshowknowledgeofthe
ManagementbyObjectivestheory
ofleadershipbyDrucker
Studentwilldescribepersonal
applicationoftheabovetheory
(Drucker)
Studentwillshowknowledgeof
TheoryXandTheoryYtheoryof
leadershipbyMacGregor
Studentwilldescribepersonal
applicationoftheabovetheory
(MacGregor)
Studentwillshowknowledgeofthe
ServantLeadershiptheoryof
leadershipbyGreenleaf

thateverybodyhasgoodinsideofthem,andmakingmistakesisapartoflife,soIalways
forgiveandmakejokesaboutit.Iconsidermyappreciationofbeautyandexcellencetobemy
greateststrength,becauseitiswhatcreatesmypositiveoutlookonlifewhichinturnhasmade
meloving,forgiving,andfunny.AlthoughIdonotcompletelyagreewithallofmytentop
strengthsthatthesesurveysproduced,IthinktheycreateaprettygooddescriptionofwhoI
am.(SeeEvidence11)

Target class

Additional Experiences

Descriptive notes regarding learning and practice

HDF190

Unit4Assessment

DuringthepreparationandpresentationwhichwasourUnit4assessmentinFLITEclass,I
learnedwhatServantLeadershipisandmeans.Itdealswiththewhy.Aservantleaderdiffers
littlefromanyleaderinwhattheydo,orhowtheydoit,butaServantLeaderisdistinguished
bytheirwhy.Leadership,tothemisforthegoodofthepeople,community,orEarth.They
LeadershipInventoryRevised8/30/2013

10

27.

Studentwilldescribepersonal
applicationoftheabovetheory
(Greenleaf)

HDF190

Unit4Assessment

28.

Studentwillshowknowledgeofthe
PrincipleCenteredLeadership
theorybyCovey
Studentwilldescribepersonal
applicationoftheabovetheory
(Covey)
Studentwillshowknowledgeofthe
14Points/TQMtheoryof
leadershipbyDeming
Studentwilldescribepersonal
applicationoftheabovetheory
(Deming)
Studentwillshowknowledgeofthe
VisionaryLeadership(nowoften
citedasTransformational
Leadership)theorybySashkin
Studentwilldescribepersonal
applicationoftheabovetheory
(Sashkin)
Studentwillshowknowledgeofthe
IndividualsinOrganizations
leadershiptheorybyArgyris
Studentwilldescribepersonal
applicationoftheabovetheory
(Argyris)

viewthemselvesasservantsofthecommunity,andleadforthepurposeofserving.The
ServantLeadershipmodelincludes10qualitiesofaServantLeader.Tomepersonally,my
strongestandmostrelevanttomylifeareawareness,persuasion,andforesight.Isueeachof
theseeverydayasIstrivetohelpothers,andmycommunity.TheServantLeadershipmodel
providesaguidelinetowhichqualitiesareintegraltogoodleadership,butIbelievethatgood
leadershipinvolvesutilizingthequalitiesthatyouarealreadygoodat.(SeeEvidence12)
Ratherthantakingatraditionaltesttoculminateourunitonservantleadership,ourclasswas
giventhetaskofgivingashortspeechinfrontoftheentireclassaboutwhatServant
Leadershipis,andhowitappliestoourlivesandmajors.Betweenwriting,practicing,and
finallygivingmyspeech,IreallybegantoseethatServantLeadershipplaysahugeroleinmy
everydaylife.IstudywhatIstudytoeventuallyservethecommunitybyprotecting
environmentalresources,andusemyleadershipskillsforthegoodofothers.Also,Isawthat
mytopgallupstrengthofcontext,andmytopVIAcharactertraitofcuriosityhelpmeleadto
servethroughallowingmetorecognizetheeventsofthepastandpredicttheeventsofthe
futuretohelpthecommongood.Myfieldofstudy,futurecareer,andentirelifeisdevotedto
whatIinterpretasservantleadership.(SeeEvidence13)

29.

30.

31.

32.

33.

34.

35.

LeadershipInventoryRevised8/30/2013

11

36.

Studentswilldemonstrateknowledge
ofthe4Vstheoryofleadershipby
Grace(CenterforEthicalLeadership)

HDF190

ClassDiscussions

37.

Studentwilldescribepersonal
applicationoftheabovetheory
(Grace)

BIO104

InvasiveSpeciesProject

38.

Studentwillshowknowledgeofthe
SituationalLeadershiptheoryby
Hersey&Blanchard
Studentwilldescribepersonal
applicationoftheabovetheory
(Hersey&Blanchard)
Studentwillshowknowledgeofthe
RelationalLeadershipmodelby
Komives,McMahon&Lucas

The4Vsinethicalleadershiparevalues,vision,voice,andvirtue.Valuesinethical
leadershipisaboutunderstandingyourowncoreidentitybeforeyouattempttoleadothers.
Thismeansknowingyourself,andwhatdrivesyou,yourownwhy.Visioninethical
leadershipistheabilitytoframeoutyouractions.Aleaderneedsavisionofwhatoughttobe
toaccomplishpositivechange.Voiceinethicalleadershipiscommunicatingtoothersyour
vision,andconvincingthemthatitisgood.Aleadergainssupportbycommunicatingtheir
goals.ThecentralVinethicalleadershipisVirtue.Virtueiswheretheethicalpartofethical
leadershipcomesintoplay.Virtueisdoingwhatisgoodorright,specificallykeepingwiththe
commongood.Mostleadershavevoice,values,andvision,butwhatseparatesanethical
leaderfromtherestisvirtue.Thismeanssupportingthingslikepublicwelfare,equality,and
manyotherprinciples.Atrulyethicalleadercanbalancethese.(SeeEvidence14)
ForBio104,alargeportionofourgradeentailedresearchinganinvasivespeciesand
presentingtotheclassaboutit.IpickedtheRedFox,averycommonmammalthatmany
peopleconsidercute,orevenfriendly.Asitturnsout,theyareactuallyanecological
nightmare.Ienvisionedhavingclassmatesthatareawareofthisissue,anddecidedtodomy
besttoinformmyclassonthedetrimentalimpactofthesecreatures.Asahardcorewildlife
conservationbeliever,Ifeltthatpeopleshouldbeinformedaboutthisissue.Unliketheother
presentations,IwentovertheecologicalfactsabouttheRedFoxquickly,andspentnearlyall
ofthetimetalkingabouttheenvironmentalissuesthattheycause.Theyareresponsiblefor
theextinctionof20differentmammals,anastoundinghalfofthemammalsthathavegone
extinctinthelasttwohundredyears.Ibelievethatinmyownlittleway,Idemonstratedethical
leadershipinthissmallproject.(SeeEvidence15)

HDF190

RelationalLeadership
Assessment

TheRelationalLeadershipModelemphasizestheimportanceofrelationshipsbetween
participantstomakechange.ThefivemaincomponentsoftheRelationalLeadershipModel
inclusive,ethical,purposeful,empowering,andprocessorientedaretraitsleadersare
encouragedtobe.Inclusiveleadershipisincludingbothdiversegroupsofpeople,anddiverse
viewpoints.Empoweringleadershipbuildsstrengths,andencouragesotherstoact.
Purposefulleadershipmeansalwaysunderstandingthewhy,whatgoalsareyoutryingto
achieve.Ethicalleadershipisleadershipconcernedwithdoingwhatisgoodormoral.
ProcessOrientedleadershipinvolvestrustingtheprocess,andmakingsurethattheprocessis
asimportantastheoutcome.Inadditiontothesecomponents,thethreebasicprinciplesof
RelationalLeadershipsreknowing,being,anddoing.Knowingrequiresknowingyourselfand
others,aswellashowtomakechangeoccur.Beingethical,inclusive,open,andcaringis
anotherimportantpartofRelationalLeadership.Doingisactinginsociallyresponsibleways,
andbehavingconsistentlyandcongruently.Overall,RelationalLeadershipemphasizes
maintainingopenandhonestrelationships.(SeeEvidence6)

39.

40.

LeadershipInventoryRevised8/30/2013

12

41.

Studentwilldescribepersonal
applicationoftheabovetheory
(Komivesetal)

CSV302

AlphaEpsilonPiRushCom

42.

Studentwillshowknowledgeofthe
conceptofconstructivism
Studentswilldescribepersonal
examplesofimplementing
constructivism
Studentwilldemonstrateknowledge
ofexperientiallearninginleadership
development(Kolb)
Studentwilldescribepersonal
applicationofexperientiallearningin
leadershipdevelopment(Kolb)
Studentwillshowknowledgeofthe
SocialChangeModelofLeadership
DevelopmentbyAstinetal

Duringmyspringsemesterthisyear,IwasselectedtoserveontheRushComofmy
fraternity,AlphaEpsilonPi.Thisinvolvedplanningeventsandselectingwhotogivebidsto
workinginasmallgroupofafewbrothers.Toeffectivelydothis,Igottoknoweachmember
better,toallowsmoothercommunicationandgroupdynamic.Imadesuretohelpplandiverse
eventsthatwouldinterestdifferenttypesofpeople,tobeasinclusiveaspossible.Ialsomade
surethatwewerenotholdinganyeventsthatwereimmoral,orshowedanynegativeaspects
ofourbrotherhood.Itwasimportantthetheeventscreatedacongruentimageofour
fraternity.Duetothisknowing,being,anddoing,wehadasuccessfulrushandeachstudent
offeredabidacceptedit.Iamnowalsoontherushcomfornextsemester.(SeeEvidence7)

HDF190

SocialChangeAssessment

Studentwilldescribepersonal
applicationoftheabovetheory(Astin
etal)

HDF190

SocialChangeAssessment

TheSocialChangeModelofLeadershipIncludesasetof7values;Consciousnessofself,
Congruence,Commitment,Collaboration,CommonPurpose,ControversywithCivility,and
Citizenship.Themodelalsoincludesthreelevelsofleadershipdevelopment;Group,
Individual,andSociety.JustliketheRelationalLeadershipModel,thisonehasthingsthata
changeagentshouldunderstand,have,anddemonstrate(similartoknow,be,anddo).
Mainly,achangeagentneedstohaveaclearvisionofwhattheyaretryingtoaccomplish,and
howtogetthere.Onanindividuallevel,thisistodeveloppersonalattributessuchasself
awareness.Onagrouplevel,thisgoalistocreatecollaborationandagoodgroupdynamic.
Onalevelofsociety,themostimportantlevel,thegoalistobringaboutchangeforthe
commongood.(SeeEvidence16)
AsIcloselyfollowtheimportantpoliticalracethatwilldetermineournextpresident,Ithrowmy
supportbehindwhoIconsiderthemosttruechangeagent.Thismeanslookingfora
candidatethatishopingtobringaboutchangeforthecommongood,notfortheirown
personalgood.Ibelievethatofallthecandidatesleftintherace,BernieSandersistheonly
truechangeagent.Unlikemostoftheothercandidates,heisnotrunningtoboosthisego,or
raisemoney,buttobetteramericafortheaveragecitizen.HehasavisionofanAmerica
wherepeopleearnlivablewages,gotocollegeforfree,andtakeimportantmeasuresto
mitigateclimatechange.Asalongtimesenatorhehasexperienceinpoliticsunlikethe
republicanfrontrunnerwhohasactuallyneverheldanypublicoffice.Althoughhemaynot
win,IbelieveBernieSandersistheonlycandidateleftthatistrulyachangeagent.(See
Evidence16)

43.

44.

45.

46.

47.

LeadershipInventoryRevised8/30/2013

13

48.

49.

50.

51.

52.

53.

54.
55.
56.

57.

58.
59.

60.

61.
62.
63.

Studentswilldemonstrateknowledge
oftheLeadershipIdentity
DevelopmentModelbyKomivesetal
Studentswilldescribepersonal
applicationoftheabovetheory.
(Komivesetal)
Studentswilldemonstrateknowledge
oftheStrengthsDevelopmentModel
byHulmeetal
Studentwilldescribepersonal
applicationoftheabovetheory
(Hulmeetal)
Studentwilldemonstrateknowledge
ofbehaviortheoriesofleadership
fromMichiganandOhioState
Studentwilldescribepersonal
applicationoftheabovetheories
(Michigan&OhioState)
Studentwilldemonstrateknowledge
ofCharismaticleadership
Studentwilldescribepersonal
applicationoftheabovetheory
Studentwilldemonstrateknowledge
ofcontingencyapproachto
leadershipbyFiedler
Studentwilldescribepersonal
applicationoftheabovetheory
(Fiedler)
Studentwilldemonstrateknowledge
ofPathGoaltheorybyHouse
Studentwilldescribepersonal
applicationoftheabovetheory
(House)
Studentwilldemonstrateknowledge
ofLeaderMemberExchange(LMX)
theory
Studentwilldescribepersonal
applicationoftheabovetheory
Studentwilldemonstrateknowledge
ofLeadershipSubstitutesTheory
Studentwilldescribepersonal
applicationoftheabovetheory

LeadershipInventoryRevised8/30/2013

14

64.
65.

66.

67.

Studentwilldemonstrateknowledge
ofModelsofleaderemergence
Studentwilldescribetheimpactof
traitsonleadershipemergenceand
performance
Studentwilldemonstrateknowledge
ofChaosapproachtoleadershipby
Wheatley
Studentwilldescribepersonal
applicationoftheabovetheory
(Wheatley)

LeadershipInventoryRevised8/30/2013

15

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
Studentwilldemonstratehowcultural
anthropology/paradigmsrelateto
leadership

Target class
PSC201

Additional Experiences
HDF190

69.

Studentwilldescribepersonal
exampleofusingcultural
anthropology/paradigmsasaleader

HDF190

GallupStengthsFinder

70.

Studentwilldemonstrateknowledge
oftheCyclesofSocialization
(Harro)theoryanditsusesin
leadership
Studentswilldemonstratepersonal
applicationoftheCyclesof
Socialization(Harro)
Studentwilldemonstrateknowledge
oftheCyclesofLiberation(Harro)
theoryanditsusesinleadership
Studentwilldemonstratepersonal
applicationoftheCyclesof
Liberation(Harro)
Studentwilldemonstrateknowledge
oftheConfigurationofPower
(Franklin)anditsrelationshipto
leadership
Studentwilldemonstratepersonal
applicationoftheConfigurationof
Power(Franklin)

Descriptive notes regarding learning and practice

InComparativePolitics,themaintopicofthecoursewasstudyingtrendsinpoliticalscience.
Thisincludesculturalandgeographicalcomponents,butismostlyaboutleadership,andhow
leadersofnationalsinteractwitheachother.Ilearnedagreatdealaboutparadigmsbecause
leadersusuallyfollowinthefootstepsofpreviousleadersfromthesamenation.Forexample,
thePresidentofChina(currentlyXiJinping)usesdecisionsandprecedentstodirecthis
behavior.Thisinvolvesmakingsurethatdecisionsaremadequicklyandefficientlyafter
approvaloftheCommunistParty.Generally,leaderslookforapastleadertobasetheir
policiesoffof.Ingeneral,effectiveleadershipisgovernedbyprecedentsandparadigms.
Culturalanthropologyandparadigmsareessentialtoleadershipbecausetheycreatea
blueprintofwhattodo,andwhatnottodo.AccordingtotheGallupStrengthsFinder,mytop
strengthiscontext.Ibelievethatthereisnoonequalitymoreimportanttogoodleadership
thantheunderstandandstudyingofthepast.Forexample,partofthestudyinghistorythatI
doisfocusedonunderstandingtrendsandrecurringthemes.Countlessleadershavehada
strongvisionandwill,buthavebeencheatedbybadpublicspeaking.Seeingthistimeand
timeagainhastaughtmetoalwayspracticepublicspeakingandpresentations.Othersinthe
pasthavebeencorruptedbyhubris,andassumedthattheycanwriteaspeechor
presentation,anddeliveritpreciselyonthefirsttry,butfewareableto.Thisisonesmallway
thatstudyingpasttrendshaveimprovedmyleadership.(SeeEvidence11)

68.

71.

72.

73.

74.

75.

LeadershipInventoryRevised8/30/2013

16

76.

77.

78.

79.
80.

81.

82.

83.
84.

85.

Studentwilldemonstrateknowledge
ofracialidentitydevelopmentviathe
Cross,Helmsorothermodels
(Ferdman&Gallegos;Kim;Horse;
Wijeyesingheetc.)
Studentwilldemonstratepersonal
applicationofmodel(s)ofracial
identitydevelopmentabove
Studentswilldemonstrateknowledge
ofMcIntoshstheoryofprivilegeand
itsrelationshiptoleadership
Studentwilldemonstratepersonal
applicationofMcIntoshstheory
Studentwilldescribethedifferences
andsimilaritiesofindividualand
institutionaloppressionand
relationshipstoleadership
Studentwillshowknowledgeof
effectiveleadershipasitrelatesto
changeagency
Studentwilldescribepersonal
examplesofbeingachangeagent

BIO130

ScarboroBeachCleanup

Studentwillcreateapersonalcodeof
inclusiveleadership
Studentwilldemonstrateknowledge
oftheModelofIntercultural
SensitivitybyBennettanditsusesin
leadership
Studentswilldemonstratepersonal
applicationoftheModelof
InterculturalSensitivitybyBennett

Achangeagentissomeonewhohastheunderstanding,motivation,andskillstocreate
positivechange.AtURI,Itrytorelateeverythingbacktomyfieldofstudy,MarineBiology.
ThismajorincludedtakingBIO130,anintroductorycoursetoMarineBiologyatURI.Inthis
course,wetookafieldtriptoscarboroughbeachtocleanuptrashandraisestudent
awarenessofpollutioninthebay.Iwasamazedatbothhowmuchtrashwasonthebeach,
andbyhowmuchafewstudentscouldmakeadifference.Ithoughtitwouldbecooltodothis
moreoften,soIdecidedtoworkonstartingaclubatURI.Theclubwillincludebothfishing
tripsandteachingfishingtocollegestudents,anddoingsomeconservationsuchasriver
cleanups.Ihave,sofar,attendedthenecessarymeetingsanddraftedaclubconstitution.I
believethatIamgivingmyselfthetoolsandskillstobeachangeagentastheclerkofthis
clubnextyear.(SeeEvidence17)

LeadershipInventoryRevised8/30/2013

17

86.

87.

Studentwilldemonstrateknowledge
oftheallyActionContinuumby
Griffin&Harro
Studentwilldemonstratepersonal
applicationoftheActionContinuum
byGriffin&Harro

Outcome Category: Critical Thinking

88.

89.

90.

91.

92.
93.

94.

95.

Outcome
Studentwillshowknowledgeof
principlesofcriticalthinking(logicis
usedinthisminor)
Studentwilldemonstrateproficiencyof
criticalthinking

Target class

Additional Experiences

Descriptive notes regarding learning and practice

BIO102

Bio102preexam

Studentwillshowknowledgeof
metaphoricalanalysistocritically
analyzeselfandleadershipsituations
Studentwilldemonstrateproficiencyof
metaphoricalanalysistocritically
analyzeselfandleadershipsituations
Studentwillshowknowledgeofatleast
fivedecisionmakingmethods
Studentwilldescribepersonal
examplesofhavingusedfivedecision
makingmethods
Studentwillshowknowledgeofatleast
fiveproblemsolving/conflict
managementmethods,aswellas
understandingtherootsofconflicts
Studentwilldescribepersonal
examplesofhavingusedfiveproblem

OfalltheclassesthatIhavetakenatURIsofar,Bio102hasmademethinkcriticallythe
most.Myprofessorsexamsconsistofinterpretingthematerialandthinkingcritically,rather
thanmemorizingfactsandprocesses.Toshowusthis,hegaveusapracticeexamwiththe
typeofquestionsthathewouldaskonexams.Iworkedthroughtheshortquizeasily,butgot
tothelastquestionandfrowned.Itinvolvedapplyingatheorytoaspecificexample.Iknew
thetheorywell,buttheanswerwasnotapparent.Thequestionwasaskingwhichofthelisted
optionswasavestigialstructure,atraitthathaslostallofitsancestralfunctionbutstillresided
inanorganism.Threeofthefivechoicesfittheprofile,andIhadtospentmuchtimethinking
abouthoweachtraitoriginatedandeventuallycameupwiththecorrectanswer.Afterthis,my
studyingforbiologychangedcompletely,ratherthanmemorizingfacts,Inowtrytounderstand
conceptssothatIcanusecriticalthinkingtofillinthesmalldetailsonmyown.(SeeEvidence
18)

LeadershipInventoryRevised8/30/2013

18

96.

97.
98.

solving/conflictmanagementmethods
(ifstudenthasbeentrainedin
mediation,thatinformationgoeshere)
Studentwilldescribewhatitmeansto
analyze,criticize,synthesizeandutilize
informationasaleader
Studentwilldemonstrateknowledgeof
leadershipthatisusedincrisis
Studentwilldescribeexamplesof
leadershipincrisissituations

Outcome Category: Interpersonal and Organizational Concepts & Skills

99.
100.
101.

102.

103.

104.

105.
106.

Outcome
Studentwilldemonstrateknowledgeof
activelisteningtechniques
Studentwilldescribeexamplesofusing
activelisteningskills
Studentwilldemonstrateknowledgeof
functionsofgroupcommunicationby
Hirokawa
Studentwilldescribepersonal
applicationoffunctionsofgroup
communication(Hirokawa)
Studentwillshowknowledgeof
techniquesregardinggivingand
acceptingoffeedback
Studentwilldescribeexamplesof
givingandacceptingfeedback.

Target class

Additional Experiences

Descriptive notes regarding learning and practice

HDF190

ServantLeadershipAssessment

Studentwilldemonstrateknowledgeof
facilitationanddebriefingtechniques
Studentwilldemonstrateproficiencyof
facilitationanddebriefingtechniques

FortheServantLeadershipAssessmentinFLITE,weeachgaveaspeechaboutwhatservant
leadershipis,andhowitrelatestoourindividualstrengthsandmajors.Forme,thiswas
talkingabouthowmystrengths,andafewaspectsofservantleadershiprelatetoMarine
Biology,beingastewardoftheEarth.Wealsowrotedownfeedbackabouteachspeechin
ourgroupandsharedafter.Formostofourgroupthetwomaincritiqueswerelookingdownat
outlinetoomuch,andnothavingenoughenergy.Naturally,Ihadnoproblemwiththelatter,
butIrealizedthatIcouldreallyworkoneyecontact.Oneteammateofferedsomegreat
adviceaboutpresentations;toonlylookdownwithyoureyessothatitappearsthatyouare
maintainingeyecontactevenwhenyouglanceatyourspeech.Ifoundthisveryvaluable,and
evenuseditduringourgrouppresentationafewdayslater.(SeeEvidence19)

LeadershipInventoryRevised8/30/2013

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107.
108.
109.

110.

111.
112.

113.

114.

115.

116.
117.

118.
119.

Studentwilldemonstrateknowledgeof
framingandbreakingtheframe
Studentwilldemonstrateproficiencyof
framingandbreakingtheframe
Studentwillshowknowledgeof
organizingmeetings/settingagendas/
andleadingmeetings
Studentwilldescribepersonal
examplesoforganizingmeetings/
settingagendas/leadingmeetings
Studentwillshowknowledgeof
ParliamentaryProcedure
Studentwillshowknowledgeof
techniquesforworkingwithdifficult
people
Studentwilldescribepersonal
examplesofusingtechniquestowork
effectivelywithdifficultpeople
Studentwillshowknowledgeofthe
stagesofgroupdevelopment
(Tuckman,Bennisorothers)
Studentwilldescribepersonal
examplesofgroupdevelopmentinuse
(Tuckman,Bennisorothers).
Studentwillshowknowledgeofgroup
dynamicsandgrouproles
Studentwilldescribepersonal
examplesofgroupdynamicsandgroup
roles

HDF190

ServantLeadershipGroup
Project

Studentwillshowknowledgeof
effectivemembershipsskillsingroups
Studentwilldescribepersonal
examplesofmembershipskillsinuse

InFLITEclass,oneofthebiggestprojectsofthesemesterwasagroupprojectthatinvolved
carryingoutaserviceproject,writingapaperabout,andgivingapresentationaboutit.
Originally,itwastough.Workinginagroupof8studentsisnotveryproductivewhen
everybodythinksthattheyaretheleaderofthegroup.Onceweacceptedthatthiswouldnt
work,everybodybackedoffanddecidedtoleadasmallpartoftheprojectbasedoffoftheir
strengths.Forme,thiswasthepaper.Itooktheleadroleastheeditor,makingsureeveryone
didtheirindividualpiecesoIcouldputitalltogether.Ilearnedhowtobackoff,andletothers
takecontrolformostoftheproject.Thiswastoughtodo,becauseIamusedtotakingthe
leadinagrouptomakesurealloftheworkgetsdone.However,thistimeImostlysatback
anddidwhatIwastoldto.ItwasnicetobeinagroupwhereIdidntfeellikeIhadtotake
chargefortheworktogetdone.(SeeEvidence20)

LeadershipInventoryRevised8/30/2013

20

120.

121.

122.

123.

124.

125.

126.

Studentwillshowknowledgeofthe
ChallengeandSupporttheoryby
Sanford,anditsrelationshipto
organizations
Studentwilldescribepersonal
examplesofusingthetheoryof
ChallengeandSupport(Sanford)
Studentwillshowknowledgeofthe
construction/elementsofinformative
andpersuasivespeeches
Studentwilldemonstrateproficiencyin
informativeandpersuasivepublic
speaking

Com100

UltimateFrisbee

Studentwillshowknowledgeof
planningandconductinginterviews(as
theinterviewer)
Studentwilldescribepersonal
examplesofplanningandconducting
interviews(astheinterviewer)
Studentwillshowknowledgeof
preparingforandeffectiveanswersin
interviews(astheinterviewee)

InCom100,alargeportionofthefinalgradeentailedgivingaspeechonanytopicofour
choice.Thetopicofthisspeechcouldbeanything,buttheimportantpartwasthatthespeech
waswellpresented,anddemonstratedgoodcommunicationthroughthingslikeeyecontact,
diction,andengagingtheaudience.IgavemyspeechonthesportthatIknowandlove,
Ultimatefrisbee.Unlikemostoftheotherspeechesintheclass,Igaveminewiththegoalof
notjustinformingmyclassmatesaboutthesport,butpersuadingthemintopossiblycoming
outtoplayforURI.Ifocusedonmakingeyecontactwiththeaudiencetheentiretime,and
eventhrewafrisbeeatanyonethatIcaughtnotpayingattention.Inadditiontogivingthe
basicsofthegame,IgaveallofthereasonswhyIlovethesportsomuch.WhileIwas
successfulinearningagoodgradeonthespeech,Iwasnotsuccessfulinsparkingany
interestinUltimateFrisbeeamongmyclassmates.WhatIdrewfromthisexperiencewasthat
inspiringpeopletoactbypersuasivespeechaloneisdifficult.(Seeevidence21)

BIO360

QuanTech

Aftergraduatinghighschool,abigchallengethatIencounteredwastryingtofindagood
summerjobinmyfieldofMarineBiology.OneofthejobsthatIgotaninterviewforwaswith
QuanTech,astatisticalfirmthatishiredbytheNationalMarineFisheriesServicetocarryout
thelargestsampleofmarinefishermeninthecountry.Excitedbythisopportunity,Ispent
manyhoursresearchingthesurveyandalltheprojectsincludedinit.Ratherthansellingmy
limitedpastexperienceandmediocrehighschoolperformance,Idecidedtocomeintothe
interviewpassionate,andblowtheinterviewerawaywithmyknowledgeoftheirprojectsand
enthusiasm.Iaskedtheinterviewermanyindepthquestionsabouttheirresearchshowing
thatIhaddonemyhomework,andwaseventuallyofferedajob.Iworkedtheretheentire
summerandgotgreatworkexperienceaswellasfurtherfascinationwithmarinefisheries.I
learnedinthisprocessthatenthusiasmandenergycanbeextremelyvitaltodoingwellin
interviews.(SeeEvidence9)

LeadershipInventoryRevised8/30/2013

21

127.

Studentwilldescribepersonal
examplesofpreparingforandbeing
interviewed

BIO360

OregonForestService

128.

Studentwillshowknowledgeof
effectivecollaboration/coalition
building
Studentwilldescribepersonal
examplesofworkingin
collaboratives/coalitions
Studentwillshowknowledgeof
Interculturalcommunication
considerations
Studentwilldemonstrateproficiencyin
interculturalcommunication
Studentwilldescribewaystomaintain
accountabilityinleadership/member
relationships
Studentwilldescribepersonal
examplesrelatedtomaintaining
accountabilityasaleader
Studentwilldescribewaystobuild
relationshipsbetweenleadersand
members
Studentwilldescribepersonal
examplesofbuildingrelationshipswith
membersasaleader
Studentwilldescribehowcredibility
appliestoleadership,aswellasthe
characteristicsandskillsofacredible
leader
Studentwilldescribepersonal
examplesofbuilding,maintaining,and

AsItrytogainexperienceinmyprogram,IhaveappliedformanyjobsrelatedtomyMajor
andintegralcourse,MarineBiology.Thisspring,IappliedforaninternshipinOregonthat
involvedfisheriesresearchinthefield.BecauseIwassoexcitedaboutthisopportunity,Ivery
carefullyappliedandgotaninterview.Toprepareforthis,Ilookedatthejobdescriptionand
wrotedownquestionsthatIthoughttheemployerwouldaskme.Iwroteoutananswerfor
each,carefultodrivethemainpointsthatIwantedtodrive,myenthusiasm,workethic,and
communicationskills.Ialsowroteoutafewthoughtfulquestionsbecauseemployersalways
wanttobeaskedgoodquestionsaboutthejobtheyareapplyingfor.Whentheactual
interviewhappened,mostofthequestionsthatIanticipatedbeingaskedIwasnotasked,but
thewrittenoutanswershelpedmedrivethepointstogivethebestpossibleimpressiontothe
interviewer.Thiswasahighlysuccessfultechniquethathelpedmefinishamongthetopfew
applicantsoutof30total.

129.

130.

131.
132.

133.

134.

135.

136.

137.

LeadershipInventoryRevised8/30/2013

22

138.
139.
140.

141.

142.

143.

144.
145.

repairinghis/herowncredibilityasa
leader
Studentwilldescribeethicalstandards
ininfluence
Studentwilldescribeinfluenceapplies
toleadership
Studentwilldescribeprinciplesof
effectivementoring,aswellas
problemsparticulartothementoring
relationship

Studentwilldescribepersonal
examplesofmentoringandbeing
mentored
Studentwilldescribeprinciplesof
effectivepeerleadership,aswellas
problemsparticulartopeerleadership
Studentwilldescribepersonal
examplesrelatedtobeingapeer
leaderandbeingledbypeers
Studentwilldescribethefourframesof
organizationsbyBolmanandDeal
Studentwilldescribepersonal
applicationoforganizationalanalysis
usingthefourframesoforganizations
(BolmanandDeal)

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