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 1

*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

Leadership Inventory Revised 8/30/2013 2

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.
Leadership Inventory Revised 8/30/2013 3
 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 Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

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
Leadership Inventory Revised 8/30/2013 4
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
Leadership Inventory Revised 8/30/2013 5
 BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths
Perseverance
Weaknesses
PROGRESS Develop and maintain family,
Values
interpersonal, and intimate relationships
P Needs
Academic, social, personal goals and
R Styles
objectives
O Learning
G Teaching P
Personality R
R
Membership O
E RE-EVALUATE
Leadership G
S former stages as you
S progress R
E
4. Develop and Refine S
Skills S

Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
Target class Additional Experiences Descriptive notes regarding learning and practice
PSY 113 In my PSY 113 class we spoke about what made people happy. Besides money, success and health,
acceptance was on the list. We learned that beginning from the early stages in our life, we seek
acceptance from our families and piers. We discuss why we seek that acceptance and what it does to
us psychologically. Over the years, through my different relationships I learned that it is impossible to
always please others. When you seek acceptance from other you never really think about bettering
yourself and being happy because you focus on what they want. Ive recently been more open about
who I really am and I refuse to allow someone to make me feel any less of a person because they dont
approve or like what I bring to the table. My family, for example has never been accepting when it came
to my sexual orientation so I used to hide it so that I wouldnt get talked about. I recently became more
comfortable with who I am and I stopped caring if my family accepted me or not. I wear what I want to
wear, and how I present myself.
URI 101 My URI 101 class taught me how to manage my work load and keep track of my assignments. Since
then I have tried to make it a habit to check emails at least twice a day and set reminders for my
assignments and upcoming appointments. I currently have an hourly calendar in my phone, set with
alarms for classes, work shifts, and assignments that are due. I also write down all the assignments in
my giant desk calendar. The calendar is color coated by class and commitments such as the student
organizations I am involved in. My calendar has due dates for assignments, scheduled class
cancelations, big events, and even birthdays. Each week depending on how many assignments I have
and how much time I have to complete them, I place a sticky note with a to-do list and cross off
assignments as I go. I have my weekly work schedule on a sticky not on my desk, fridge, and wall. URI
101 helped me to learn better habits and I have yet to miss a class, I usually make sure I leave 15-20
minutes before lass if I can.
PSY 113 During my PSY 113 class we learned about how we deal and manage our emotions at home and in
public. We discussed how learning to express our emotions can help in the future professionally and in
personal relationships. Growing up I never learned how manage my emotions, I was taught to control
them out of respect. When I was, angry I would hold it in, cry, or go someplace alone and release my
anger physically. Now I have learned that holding it in is not managing emotions nor is it beneficial, the
best way to release is to speak about the issue and find a solution. Another way is to find a hobby or
activity that release the tension. Aside from anger another emotion I often struggle in is anxiety. Often, I
find myself anxious and close to a point where I shut down. I can sometimes feel myself getting to that
point so what I learned to do is write about the factors and causes of my anxiety, talk about it, and I find
that many times lack of sleep is a big factor so I sacrifice what I have to in order to rest. I also find
cardio and intense workout to be very helpful. For example, a few months ago, I found myself running
on auto pilot due to lack of rest physically and emotionally. This drove me to a point where I had to get
up and go for a run at midnight to get some fresh air, which was my form of meditation.
PSY 113 Last semester was hard for me, learning about myself in terms of studying and how I retain information.
In my Psychology class, we discussed the healthy and unhealthy ways people cope with stress. The
unhealthy ways people deal with are typically the habit that have long term effects such as overeating,
smoking drug, and consuming alcohol. We also spoke about engage in unhealthy sexual activities. It
has been proven that people participate in these unhealthy coping methods seeking short term and
quite pleasant at the time. Some positive methods of stress coping is more physical activity, dealing
with situations as they come and, sometimes stress relief is as simple as talking about what gives you
anxiety. Frued believed that people subconsciously deal with stress by using defense mechanisms

5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement
9. Student will demonstrate practice of the
personal values statement
such as repression, projection, displacement, and a few others. Everyone deals with stress differently,
but the best way to deal with it is by making good decisions and starting good habits.
PSY113 During my PSY 113 I analyzed myself and my coping habits, I soon realized I didnt really have a
specific method. What I usually did was just keep a positive attitude, making stressful situations a little
less stressful. I have recently added more physical activity to help me relieve stress as well as cope
with it. I have learned that playing basketball and lifting weights has helped me in various. Exercising
allows me to take a break from all responsibilities while at the same time boosting my physical fitness.
It also helps me sleep better at night which also plays a big part in being functional during the day. I
started going to a boxing class which is an hour a week. I also have gotten into the habit of reading
books on some of my down time such as lunch breaks. Practicing new habits such as sleeping more
made it easier for me to wake up for my PSY 113 class and actually pay better attention because it is at
8am in the morning.
HDF 190 In HDF 190 we learned about ethics and how it has an effect on the decisions we make both small and
large and the way we present ourselves to others. I try to always lead by example with integrity and
positivity. Asa leader I think it is very important to be honest and have good intentions. I find it hard to
be successful if everyone isnt on the same page. It is very important to have that same goals land
understand that everyone plays a part and that we all have a responsibility to each other.
HDF 190 During HDF 190, we all participated in an activity that required us to work together and decide what five
out of eight people would be able to go to another planet, in hopes of preserving mankind. As a group,
we carefully decided based on skills, ability, and age what group would have the best chance of
survival. As a group, we also knew that it was very much unethical and inhumane to destine other
human beings to die, but we knew that it was for the benefit and future of human kind. Regardless we
had to decide and it was the inevitable that some of us were going to stay behind. We realized that
those who would go would ultimately need to make sacrifices for the greater go of humankind.
Ethically, we knew we couldnt make a man who preferred to be with a man reproduce. We realized
and understood that he had other abilities so we had alternative ideas for reproduction on the new
planet.
HDF 190 Even when I was younger I always valued the bonds I created with people whether they were family or
not. Personally, I value love and loyalty which go hand in hand. Once I love someone no matter what
we go through. Ive could never hold grudges which has played a great part in maintaining healthy
relationships with others. Ive always been protective of those I love. I can go months without speaking
to someone I love but our relationship will never reflect that distance. In my opinion, as long as love
and loyalty are mutually present relationships will only grow.
HDF 190 PINK A girls first love is usually her father, and for me that was true, until I began to think for myself. As a
child, you would always see me attached to my fathers hip but I got older and I started seeing things
for what they really were. I started to mature and my relationship with my father faded little by little, until
there was really nothing left to hold on to. I see in many similar situations that people begin despise or
grow hatred toward their parents, but no matter what I did I couldnt just look past the fact that
regardless of my fathers wrong doings, he still raised me and my sister the best way he knew how and
tried his best to provide for our family. My father had two full time jobs so I usually saw maybe twice a
week and sometimes on lunch break. As I got older my desire for his presence began to diminish but I
also could not ignore the sacrifices he made for his kids. Now the only thing that keeps me and my
fathers relationship steady is my respect for his work ethic, and my love for him as a person.
Throughout the years, I have witnessed my father do things that made me respect him a little more and
allowed me understand why he is the way he is. In a way, I love him because of the man hes grown to
be but I am loyal to him because I know the obstacles he was forced to face to help us get to where we
 are. For that I will never be able to hate him or stop loving him because of his mistakes.

10 Student will demonstrate the ability to

lead a project from start to finish (follow-
. through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the
Hierarchy of Needs theory by Maslow
.
14 Student will show application of Maslows
theory to own life
.
15 Student will describe personal leadership
style and/or personality style including
. strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
16 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 Student will describe personal application
of the above theory (Weber)
.
20 Student will show knowledge of the
Scientific Management theory of
. leadership by Taylor
21 Student will describe personal application
of the above theory (Taylor)
.
22 Student will show knowledge of the
Management by Objectives theory of
. leadership by Drucker
23 Student will describe personal application
of the above theory (Drucker)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
25 Student will describe personal application
of the above theory (MacGregor)
.
26 Student will show knowledge of the HDF 190 Servant Leadership is a theory created by a man by the name Robert Greenleaf that focuses solely on
Servant Leadership theory of leadership giving back and being selfless. It is the act of using your privileges to help others. The Servant
. by Greenleaf Leadership Model consists of ten characteristics. Listening is number on the list, I fell that listening is
something every kind of leader should possess. Listening instills a sense of importance, validation, and
commitment. A leader must be able to openly listen to someone to help them, which doesnt
necessarily even mean having good advice, listening may be all that person needs at the time.
Empathy I s the characteristic I identify most with because it is also my strength. Empathy is the act of
understanding, identifying with someone and their experiences through feeling. It allows the leader and
or listener to genuinely understand and feel what the other person is going through without judgement
and criticism. Healing is the third on the list, as a servant leader you serve those who are in need, in
pain and those who are suffering. We, as leaders must understand that we cannot fix, we can only help
someone heal. Awareness is necessary because it is nearly impossible to help someone you dont
know of, with something you know nothing about. Without awareness you lose your integrity and then
people begin to lose their trust in you as well. Persuasion is important because I feel that in order to
build and serve more people you need allies and not everyone will be willing to serve, it may need
some convincing. Conceptualization allows someone to solve situations and look at them differently
from another perspective. It means that they must be able to think outside of the box. Foresight Is
being able to learn from past mistakes and in way can predict the result of certain actions. Stewardship
is what leadership is, it is the task of getting something done, serving. It emphasizes the use of
persuasion and openness, rather than control. The commitment to the growth of people, I feel that this
provides a sense of purpose, what is the point of serving if its not to better the individuals that make up
the community. Helping others recognize their strengths and use it the best way they can so that they
can better themselves. Lastly, building community, servant leadership suggest that true community can
be created among those who work in businesses and other institutions.
27 Student will describe personal application HDF 190 As a servant leader, I apply my strengths by choosing to spend my summer serving my community and
of the above theory (Greenleaf) hoping to have a significant impact on some children. What I hoped is that they would pay it forward
. once they grow up and do the same for another group of children. Seeing the children everyday
motivated me to wake up at 7am every morning being mentally prepared an physically prepared to
make a positive change. I want the children to understand that we can have fun in a safe, structured
setting and fun doesn't t have to consist of being out on the streets. I am currently a Criminology major
with a minor in psychology and leadership studies, I plan to use my education to help children who
have grown up in difficult circumstances understand how they can make a difference in their lives and
in someone else's. My studies teach me why and how people do what they do, and the factors that act
as roles in a person's everyday decision making. Leadership teaches me how to apply my
characteristics and be able to make a difference and I want to instill that in the kids I spend my summer
with. I plan to do the same thing but with older kids in correctional facilities in the future.

28 Student will show knowledge of the

Principle Centered Leadership theory
. by Covey
29 Student will describe personal application
of the above theory (Covey)
.
30 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
31 Student will describe personal application
of the above theory (Deming)
.
32 Student will show knowledge of the
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
33 Student will describe personal application
of the above theory (Sashkin)
.
34 Student will show knowledge of the
Individuals in Organizations leadership
. theory by Argyris
35 Student will describe personal application
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
. (Center for Ethical Leadership)
37 Student will describe personal application
of the above theory (Grace)
.
38 Student will show knowledge of the
Situational Leadership theory by Hersey
. & Blanchard
39 Student will describe personal application
of the above theory (Hersey & Blanchard)
.
40 Student will show knowledge of the
Relational Leadership model by
. Komives, McMahon & Lucas
41 Student will describe personal application
of the above theory (Komives et al)
.
42 Student will show knowledge of the
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of
experiential learning in leadership
. development (Kolb)
45 Student will describe personal application
of experiential learning in leadership
. development (Kolb)
46 Student will show knowledge of the
Social Change Model of Leadership
. Development by Astin et al
47 Student will describe personal application
of the above theory (Astin et al)
.
48 Students will demonstrate knowledge of
the Leadership Identity Development
. Model by Komives et al
49 Students will describe personal
application of the above theory. (Komives
. et al)
50 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
51 Student will describe personal application
of the above theory (Hulme et al)
.
52 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
53 Student will describe personal application
of the above theories (Michigan & Ohio
. State)
54 Student will demonstrate knowledge of
Charismatic leadership
.
55 Student will describe personal application
of the above theory
.
56 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
57 Student will describe personal application
of the above theory (Fiedler)
.
58 Student will demonstrate knowledge of
Path-Goal theory by House
.
59 Student will describe personal application
of the above theory (House)
.
60 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
.
61 Student will describe personal application
of the above theory
.
62 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
63 Student will describe personal application
of the above theory
.
64 Student will demonstrate knowledge of
Models of leader emergence
.
65 Student will describe the impact of traits
on leadership emergence and
. performance
66 Student will demonstrate knowledge of
Chaos approach to leadership by
. Wheatley
67 Student will describe personal application
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
70 Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
72 Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
74 Student will demonstrate knowledge of
the Configuration of Power (Franklin)
. and its relationship to leadership
75 Student will demonstrate personal
application of the Configuration of
. Power (Franklin)
76 Student will demonstrate knowledge of
racial identity development via the Cross,
. Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
77 Student will demonstrate personal
application of model(s) of racial identity
. development above
78 Students will demonstrate knowledge of
McIntoshs theory of privilege and its
. relationship to leadership
79 Student will demonstrate personal
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective
leadership as it relates to change agency
.
82 Student will describe personal examples
of being a change agent
.
83 Student will create a personal code of
inclusive leadership
.
84 Student will demonstrate knowledge of
the Model of Intercultural Sensitivity by
. Bennett and its uses in leadership
85 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
86 Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
. Harro
87 Student will demonstrate personal
application of the Action Continuum by
. Griffin & Harro

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
88 Student will show knowledge of principles
of critical thinking (logic is used in this
. minor)
89 Student will demonstrate proficiency of
critical thinking
.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
91 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
95 Student will describe personal examples of
having used five problem solving / conflict
. management methods (if student has been
trained in mediation, that information goes
here)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
97 Student will demonstrate knowledge of
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
99. Student will demonstrate knowledge of
active listening techniques
100 Student will describe examples of using
active listening skills
.
101 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
102 Student will describe personal application
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
104 Student will describe examples of giving
and accepting feedback.
.
105 Student will demonstrate knowledge of
facilitation and de-briefing techniques
.
106 Student will demonstrate proficiency of
facilitation and de-briefing techniques
.
107 Student will demonstrate knowledge of
framing and breaking the frame
.
108 Student will demonstrate proficiency of
framing and breaking the frame
.
109 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
110. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques
for working with difficult people
113. Student will describe personal examples of
using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
115. Student will describe personal examples of
group development in use (Tuckman,
Bennis or others).
116. Student will show knowledge of group
dynamics and group roles
117. Student will describe personal examples of
group dynamics and group roles
118. Student will show knowledge of effective
memberships skills in groups
119. Student will describe personal examples of
membership skills in use
120 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
121 Student will describe personal examples of
using the theory of Challenge and Support
. (Sanford)
122 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
123 Student will demonstrate proficiency in
informative and persuasive public speaking
.
124 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
125 Student will describe personal examples of
planning and conducting interviews (as the
. interviewer)
126 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
127 Student will describe personal examples of
preparing for and being interviewed
.
128 Student will show knowledge of effective
collaboration / coalition building
.
129 Student will describe personal examples of
working in collaboratives/coalitions
.
130 Student will show knowledge of
. Intercultural communication considerations
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
133 Student will describe personal examples
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
135 Student will describe personal examples of
building relationships with members as a
. leader
136 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
137 Student will describe personal examples of
building, maintaining, and repairing his/her
. own credibility as a leader
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship

141 Student will describe personal examples of

mentoring and being mentored
.
142 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
143 Student will describe personal examples
related to being a peer leader and being
. led by peers
144 Student will describe the four frames of
organizations by Bolman and Deal
.
145 Student will describe personal application
of organizational analysis using the four
. frames of organizations (Bolman and Deal)