Professional Documents
Culture Documents
Leadership Inventory
Leadership Inventory
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
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.
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
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
Leadership Inventory Revised 8/30/2013 4
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
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
SEE EVIDANCE # 1
2. Student will demonstrate personal, HDF 190 My first semester of college was definitely not one for the books, my academics struggled majorly last
organizational, and academic examples semester. In my sorority, it is a requirement to have a certain GPA each semester, otherwise you will be
of self-discipline placed on Academic Bad Standing. Because I slacked off and did not put the effort that was required in,
my GPA did not make the requirement. In order to fix that this semester, I have a set of weekly
questions that I need to answer regarding my plan for the week and how I will achieve completing all of
these tasks. The steps I have taken to do so are by using multiple daily planners and completing my
work in a timely fashion. This is goal that I am achieving in all of my classes, not just one in particular. I
am learning and developing skills in the sense of self- disciple which is something new for me that I
havent excelled in since high school.
SEE EVIDANCE #2
3. Student will demonstrate the ability to HDF 190 Leadership Institute At the FLITE HDF 190 retreat that took place in February of 2017, I was assigned to a group of people
manage emotions that I would be spending the rest of my semester with. Inside of this group of people, we became very
close to each other in a short amount of time. In this days length of time, as a group we all took the
time to open up to each other about ourselves, who we are, and our stories that caused for us to
become the way we are. For many people, including myself, our stories were nothing shorter than an
emotional time in our life. It was important in this moment that we knew and learned how to control our
emotions in a way that felt most suitable for us individually. For me, I learned how to remain composed
after hearing some of the stories that were shared. Similar to this experience was an activity I did with
my group at the Leadership Institute in the fall of 2016. In this activity, we sat in a circle in a dark room
and opened up with each other about a hard time in our life. Also like the retreat, this got very
emotional for some people. This was the first time I ever really learned to control my emotions in a
proper manner suitable for what was being discussed.
SEE EVIDANCE #3
4. Student will demonstrate knowledge of COM 100 The spring semester of 2017, I enrolled in the gen ed. course of Communications 100. Since this
stress management methods course has started I have learned very quickly that it is a class where certain subjects are discussed
that are not normal conversation to take place without a disagreement, for example politics. When
certain subjects are talked about, it can get very stressful for me because my top strength is input and I
am always looking to voice my opinion. I believe in the idea and fact that it is ok for others to have
disagreement with each other on certain topics, it wouldnt be normal if there wasnt some form of
disagreement. When I get stressed out, instead of focusing my energy towards arguing with the other
party, I focus on seeing an idea from their point of view and how it can be related to my point of view in
a positive manner.
SEE EVIDANCE #4
5. Student will demonstrate the ability to HDF 190 Kin 123 This time of year, end of March nearing April, is an extremely busy time of year for any student.
manage stress Psy 113 Especially a student involved in extracurricular activities and a working on the outside. During this time
Kappa Delta of year in Flite, not only are we coming back from our spring break but we are embarking on our group
Work projects which can be extremely stressful. Not only is this stressful but in my other classes I also have
different projects going on. Along with those other projects I have also been extremely involved with my
sorority. With our Shamrock event and Greek Week around the corner I have been busy every day
preparing for these upcoming events. Along with all of these I have also been managing my work
schedule on top of this. The thing that helps get me through the stressed out days the most is my
planner. Without my daily planner I would be extremely stressed out and discombobulated from all of
the different life events happening.
SEE EVIDANCE #5
6. Student will express a personal code of HDF 190 In my HDF 190 class, I created a website about myself and about my leadership skills and styles. In
leadership / membership ethics this website, I expressed a personal code of leadership and membership ethics. On my website in my
reflection tab, I wrote a statement that says who I am as a leader and what my ethics are as a leader.
The statement reads as follows. The leadership model I most identify with is the Servant Leadership
Model, a model conducted and created by Robert Greenleaf. The purpose of a servant leader is to
serve others before serving self. I find pleasure knowing that I can help others before I help myself. It is
a natural instinct of mine to help others as much as I possibly can, it has always been a mission
of mine in life. The bliss of lending a hand and aiding others who need help and attention is so
satisfying; it provides me with reason to keep going and moving forward.
SEE EVIDANCE #6
7. Student will demonstrate practice of the HDF 190 Kappa Delta I am thankful for the time I spent in HDF 190 my second semester of freshman year. By being in a
personal code of ethics class surrounded with dignity and honor for who you are with total acceptance, it helped me shape who
I want to be as a person. By learning the strengths I have in leadership and the traits I value in life, I
now know the path I want to continue down in my life as well as the person I want to be while doing so.
Not only have I demonstrated my practice of personal code of ethics in Flite, but I have also done so in
my sorority Kappa Delta. Kappa Delta has taught me what it means to be a true and genuine lady who
upholds herself to the values and standards of a Kappa Delta sister. Since I was initiated in November
of 2016, I have continued to demonstrate those values and ethics of what it means to be a sister of this
sorority. Both of these obligations of mine have benefited me greatly in life, between knowing who I am
as a person, what I value, and how I allow these traits to define my personal code of ethics.
SEE EVIDANCE #7
8. Student will express a personal values HDF 190 During my HDF 190 class, I created a website telling who I am and what I do in leadership. On my
statement website, there is a tab that says reflection which has a personal value statement of mine in there. In
this statement, I talk about wat my values are as a leader and how they apply to who I am as a person.
The personal statement reads as follows. My top VIA Value is Leadership. I find it crucially important to
respect your leaders, just as you would respect your elders. Next in line is the appreciation of beauty
and excellence. When looking at life, I admire the little things and appreciate their uniqueness and what
they have to offer. Following appreciation of beauty and excellence is bravery. I believe these two go
hand in hand. It takes a power like bravery to believe in yourself enough to enjoy the little things in
life. Not only do I value bravery, but I value kindness as well. The golden rule, treat others the way you
want to be treated is something I have carried with me my entire life. Life is to short to be nothing but
kind. The fifth characteristic I value in life is judgement. This value ties in to many of my strengths; how
you perceive something and the decisions you make gradually pave the road to the person you will
become. How you decide to make decisions will have an impact on how your life turns out,
being conscious and aware of the decisions you make and those decisions you surround yourself with
shape you into the person you are. I believe this is something everyone should value in some form of
their life.
SEE EVIDANCE #8
9. Student will demonstrate practice of the HDF 190 HDF 190 Retreat In HDF 190, we had a class retreat back in February. On this retreat, we grew close with those in our
personal values statement groups and opened up about personal stories and experiences with each other. During an activity that
consisted of sharing the difficult traits about oneself, I expressed the little things in life that I value, not
only did I express what I value, but how I relate to those values. The values of leadership, appreciation
of beauty and excellence, bravery, kindness, and judgement. By opening up to this new group of
people who I was not as close with at first helped me come to realization that I express these traits I
value every day in my life and how they are all connected. I am a brave young woman who appreciates
the little things in life like kindness but also will make proper judgement calls by being a leader and
taking the first step even when it might seem difficult to do so. All of these things I personally value in
life are demonstrated every day by the actions I take. I am walking proof that my personal value
statements help define who I am as a person.
SEE EVIDANCE #9
10 Student will demonstrate the ability to Kin 123 HDF 190 In my Kinesiology class that I am currently enrolled in, we were assigned a project that is worth fifteen
lead a project from start to finish (follow- percent of our grade. The point of my project is to create a brochure on a health topic of our choice that
. through) includes five different credible resources all cited in APA format. My topic I chose was Diabetes- Type 1
in specific. With this project I had to deeply research the causes, signs and symptoms, treatments,
preventions, and local help that can be provided. I had to do so in a well constructed and aesthetically
pleasing conduct. I began this project early March and finished over spring break.
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
Servant Leadership theory of leadership
. by Greenleaf
27 Student will describe personal application
of the above theory (Greenleaf)
.
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 HDF 190 In HDF 190, as a class we took a large abundance of time to go over the Relational Leadership Model
Relational Leadership model by The entire purpose of the Relational Leadership Model is to imply social change with in a group of
. Komives, McMahon & Lucas people or a community setting. The five different areas of the model are inclusive, empowering,
purposeful, ethical, and process oriented. Within these five different categories, there are sub
categories that touch on three different things; the knowledge and understanding of a topic, the belief
of something, and those skills that come with that section.
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 HDF 190 Kappa Delta In HDF 190, one of the activities we did together as a class was the group project. For my groups
of being a change agent project, we decided to work on The Bully Project. After learning about the Bully Project, my group and
. myself then became advocates for the cause and we are now change agents. Our mission is to spread
positivity throughout campus and prevent bullying from happening as well. Not only am I a change
agent for The Bully Project but I am also a change agent for my sorority on campus. In Kappa Delta,
we spread our confidence coalition through our brand we have created I am Confident, I am Me, We
are KD. Our purpose is to influence women across our community and beyond our home walls to grow
the confidence they deserve to have. We pride ourselves on helping women across the world learn to
love and accept themselves for who they are and to believe in themselves.
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 HDF 190 College One of our major grades in HDF 190 was our group project. When picking what group project, we
critical thinking wanted to focus on, it was extremely important that we thought about each social change project and
. what kind of cause we would want to become an advocate for. This required careful evaluation and
critical thinking between the different projects. If it werent for the critical thinking that took place when
deciding where we should focus our project, our project would not have turned out to the great
presentation it was. Not only did I demonstrate critically thinking with my group project, but I
demonstrated it when picking a college. This required careful thinking of where I would feel most at
home for the next four years. By carefully picking where I wanted to attend school, I demonstrated
critically thinking.
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 HDF 190 COM 100 A very important skill to learn in life is how to properly listen. In my second semester of freshman year,
active listening skills two of the classes I have taken have often correlated with each other and discussed similar things. One
. of the similar topics was listening. In COM 100, we learned the logistics of how one listens. With this
knowledge, I learned about how to listen, I applied it in my HDF 190 class. For HDF 190, each student
had a learning contract and with that learning contract we had to work doing something related to
leadership. My learning contract was focused on being a welcome day ambassador. With being an
ambassador I had to both speak to potential new students and listen to what them and their families
had to say. I applied the learning skills I obtained in COM 100 and used them when talking to the
families.