Inventory Outcomes 2

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Lindsay Dowd

Date Enrolled: Fall 2017
Date of Graduation: Spring 2021
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
● Center for Student Leadership Development Information
● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)

● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s 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 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
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year 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, Multi‐Ethnic, & 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
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 Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming 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 letters—anything 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 Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal, Com 100 Saundra McGuire Time management is a very important aspect of getting your school work done on time. There are a
organizational, and academic examples number of strategies that students can utilize to help them improve upon their learning practices, and
of self-discipline when these strategies are properly used you will begin to see a difference in your grades. First, we
have the idea of time management. We all, being college students, know that there are always several
other things to do rather than our actual schoolwork. First things first, school work must be a priority
with time management. Get the work done, and then go on with your day with extracurricular activities
or spending time with your friends. As each week arrives, go through your planner and write down what
assignments are due, what exams or quizzes are approaching, and lastly writing down how much time
you must put aside for each task. As you make it through each week, cross off your assignments as
you finish them. This will boost your confidence and keep your motivation going. Your planner is your
fuel for time management. Time management being a huge responsibility, you are going to want to
want to use your time wisely and be an efficient learner. Becoming a more efficient learner consists of
understanding and having control over your own thinking, other known as the word metacognition
(2017, McGuire). “To think about thinking,” to take charge of your own learning and discover the best
way you understand material (2017, McGuire). Through metacognition students become more and
more aware of their own weaknesses and strengths in many aspects, such as; reading, writing, test
taking, and being a group participant. The metacognitive process summed up is you asking yourself,
“am I understanding the material, or just memorizing it?” (2017, McGuire). I will focus on efficient
strategies that have impacted my own learning within the past couple of weeks and other students as
well. Two main strategies that I have taken into consideration from Saundra McGuire, a famous public
speaker, who also came to URI to inform students how to efficiently learn first semester are: to take 15-
20 minutes after each class to review what you had just learned in class, without using your notes
(2017, McGuire).Which will allow your brain to understand rather than memorize. Teach material aloud,
as if you were teaching another individual (2017, McGuire). Allowing your brain to apply and analyze
material.I, personally have been working on the first two strategies of reviewing after classes, and
teaching material aloud and my results so far, have allowed me to be more connected in class, and
noticed improvements in testing. In com 100 I would immediately after class take fifteen to twenty
minutes to review the terms we had learned that specific day. I found that when I had to study for an
exam or quiz approaching, it would be more of a review, rather than learning all of the terms in one
sitting. All in all, being organized and writing everything down in your planner helps significantly in
getting your school work done. Also, putting your work first and being the most efficient learner you can
possibly be is highly important in learning to your best ability.
SEE EVIDENCE #2
Source: “‘Metacognition: The Key to Teaching Students Transformative Learning ...” LinkedIn
SlideShare, 16 May 2016, www.slideshare.net/mrbill0929/metacognition-the-key-to-teaching-students-
transformative-learning-strategies-a-presentation-by-dr-saundra-mcguire-at-the-university-of-kentucky-
on-may-4-2016.
3. Student will demonstrate the ability to URI 101 Club soccer, friendship, schoolwork What’re emotions? Why must we have them? Are they controllable? Emotional development involves
manage emotions learning what feelings and emotions are, understanding how and why they happen, giving recognition
to one’s feelings, and developing the most effective ways to manage them.
Emotions are a natural state of mind that’s based on one’s mood, circumstance, or relationships with
others. Emotional self awareness is what comes first. To be aware that you’re feeling a particular way
whether it is anger, sadness, happiness, or many of the other emotions. As my mentor taught me in
URI 101, when you become aware of this feeling that you’re having, sit down, take a break from
whatever you’re doing, and tear this particular emotion apart. For example, if you’re feeling sad, sit
down and let your emotions out and then follow up with a reflection of your sadness. Personally, in the
beginning of second semester I was constantly feeling discouraged when playing club soccer. I came
to a point where I let my emotions out to my friend, took action, and told the president it was no longer
for me anymore. Within your emotions you must recognize that there is a reason why you’re feeling a
particular way. Recognize these emotions, take action upon them, and move forward.
When discussing emotions with another person, you must be upfront and honest with one another.
Communication is key when managing your emotions. For example, if something in particular is on
your mind or bothering you about a friendship of yours, you must communicate with him/her. You
cannot hold your emotions in because in the end it will only affect your friendship in a negative manner.
Being open with how you’re feeling with your friendships is what allows you to grow to a greater
capacity. For example, one of my best friends and I have had some bumpy roads but we are only
stronger now because of our great communication skills. At a point of the semester one of us felt less
loved than the other due to a few actions. During this time, we decided to express our feelings openly
and as a result, fixed the conflict and moved on.
Another great example of recognizing and dealing with your emotions is schoolwork. Being a full time
student, while balancing clubs, friends, and family is a lot for one person to handle. By managing the
emotion of stress you can take action on time management. Having a set time and plan when to take
on your studies and/or other activities. When you manage your time you will have less stress in your
life. One of my top strengths is adaptability, therefore I am able to adapt to certain situations very
easily. I tend to “go with the flow,” however sometimes this mentality isn’t the most efficient way of
getting your school work done. Even though achiever is not in my top five strengths, it is still a part of
me. I enjoy doing my school work to my best ability, with time to spare, and receiving great grades in
return. This strength creates for less stress in my life.
Each and every human being goes through a numerous amount of emotions. Emotions are inevitable.
However, what makes the difference is the way a person deals with their emotions and how they learn
how to improve upon feeling certain ways. You choose the way you feel. You are able to act upon any
feeling you desire, but in the end moving forward and learning from your particular emotions is the
most important aspect of managing your emotions.
SEE EVIDENCE #3
Source: Emotional development. (n.d.). Retrieved from https://www.kidsmatter.edu.au/mental-health-
matters/social-and-emotional-learning/emotional-development
4. Student will demonstrate knowledge of URI-101 Exercise, meditation Stress management is discovering techniques to control a person’s level of stress or stress in general.
stress management methods A few of the best stress management methods are time management, exercise, and meditation. My
URI 101 mentor advised me that time management is key to having a low stress level. Being a student,
you have multiples things to balance, therefore writing particular actions or events down to get done is
important. A great piece of advise, as a college student, is to write everything down in your planner. As
you finish these assignments, cross them off and you will have less stress on your shoulders. When
you keep track of your schoolwork and activities it allows you to manage your time more successfully,
causing less stress and less worrisome. Secondly, exercise is a great stress reliever. It is highly
important to be able turn your stress “on” and “off.” At the gym it is a particular time you get rid of some
stress and turn it “off.” Studies show that exercise benefits your mind as well as your body. Stress
affects our brains, and due to all of the nerve connections, the rest our body is affected by this stress
as well. Therefore, when our body feels better, so does our mind. When our bodies are in action of
exercise, natural painkillers called endorphins are produced. These endorphins improve the ability to
sleep, which as a result reduces stress levels. Lastly, meditating is a great stress management
method. Meditation is a helpful asset in relaxing and focusing. During this relaxation your body is able
to view new perspectives, developing a self-compassion and forgiveness. These mindful emotions
allow a release of negative feelings, causing less stress on the human body. All in all, three methods to
manage and reduce stress are managing time, exercise, and meditation.
SEE EVIDENCE #4
Source: Five Tips To Manage Stress. (n.d.). Retrieved from http://www.apa.org/helpcenter/manage-
stress.aspx
5. Student will demonstrate the ability to HDF-190 the gym, calling my mom, dining hall Throughout my first two semesters of college at The University of Rhode Island, I have experienced
manage stress with friends the most stress I’ve experienced in my lifetime. I personally manage my stress by going to the gym,
taking breaks from schoolwork, and having social support. My number one outlet is the gym. When I
exercise, my mind is focused on the particular exercise I am taking on. For example, every Monday,
Wednesday, Friday I wake up around 9:30 a.m to get myself to exercise at the gym. I choose to “turn
off” everything else that I have planned for the day, and focus on jogging, lifting weights, or stretching.
While this is relieving stress, it’s also an enjoyment for me. Secondly, taking breaks from my
schoolwork is key for my brain to relax for a few hours. Often, knowing I have so much work to finish it
is difficult to step away for an hour, but I never regret it afterwards. Giving yourself permission to step
away for an hour or so will let your brain recorporate and often help you find a new perspective or
answer within your schoolwork. Personally, my study breaks consist of getting food with my friends at
the dining hall, enjoying the fresh air outside, or even going to the beach. Lastly, having social support
is a great assistance in managing my personal stress. Even a simple reminder that you are never
alone in this work is a relief. I find that calling my mom is a great way to take my mind off of my stress
too. My mom is a great supporter and never fails to believe in me, therefore giving her a call is always
an energy booster. For example, within this past week I was very stressed about all the work due in
HDF-190 at the end of the semester, so I took action and called my mom, expressing my feelings. As a
result, my mom was able to change my perspective and believed I was going to get everything done.
She advised me to plan what to do when. I did as she said, and in the end I have finished all of my
work done, with time to spare. In the end, you come first. You must take care of yourself first in order to
work to your greatest capacity. Even a twenty minutes phone call will allow your brain to relax a bit. All
in all, I manage my stress in the best ways by exercising, taking breaks, and having social support.
SEE EVIDENCE #5
Source: Five Tips To Manage Stress. (n.d.). Retrieved from http://www.apa.org/helpcenter/manage-
stress.aspx
6. Student will express a personal code of com-100 future career; business owner My first semester at college, I took Communications 100 where one of the many topics we discussed
leadership / membership ethics was ethics in communication. Within this topic I was educated on ethics and how it tied into good
leadership skills. Ethical leadership is when individuals take actions that help the common good that
are appropriate and acceptable in every single aspect of life. Ethical leadership is composed of being
the example, communication, and empowerment. Once I learned about ethical leadership I began the
connection of it to my future career, a business owner of a catering company. My person code of
leadership ethics is, I must appreciate the beauty in my existence, while being thankful for all the
people that allow my career be possible. I will remain true to the laws, and regulations of owning my
very own company. I will communicate well with my staff and clients and be open to new technology,
events, and values. My top five values of appreciation of beauty/excellence, gratitude, forgiveness,
honesty, and love are the absolute core of my personal code of leadership ethics. These five values
are what allow me to be my unique and loving self. Allowing me to be an honorable, compassionate,
and valuable leader. I will continue to strive to be the best possible family member, friend, student, and
co-worker as each day passes by.
SEE EVIDENCE #6
Source: Ethical Leadership. (n.d.). Retrieved from
https://www.villanovau.com/resources/leadership/what-is-ethical-leadership/#.Wt51Hy-ZNmA
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF-190 In HDF-190 the first few weeks of class we focused on the determination of our personal strengths and
statement (Sources = VIA, values values by completing a few surveys called Gallup Strengths and VIA survey. The VIA survey focused
clarification exercises, etc.) on each individual's values. My top five values are gratitude, appreciation of beauty and excellence,
forgiveness, love, and honesty. I personally believe these top five values do represent the person I
practice to be each day, however specifically gratitude, forgiveness, and love are the three that
specifically stand out to me.
Gratitude means to be thankful for all the good surrounded by you, and to express this appreciation to
your loved ones. This value personally applies to my being by waking up each morning realizing it’s a
new day to accomplish something great. Also, each night before I fall asleep, I will simply give thanks
to all the wonderful people in my lifetime, and all the amazing adventures I conquered that specific day.
Being thankful for what you have in your life is very important, rather than focusing on all the things you
do not necessarily have. In my day to day living, I am very expressive to all the people I am thankful for
which ties into having gratitude as one of my top values. For example, when I am feeling appreciative I
tend to open my heart to the others surrounded by me and let them know how thankful I am for that
very moment. I believe it is very important to communicate to your special people that they have made
a difference in your life. Something so little could mean so much to an individual.
Secondly, the value of forgiveness is to be able to let go of what happened, and focus on the now.
Personally, living in the moment tends to come natural to me, therefore I am able to accept others fairly
quickly. I believe on focusing more on the lesson that the individual has learned, rather than the actual
mistake. We are all human, no human is perfect, we all make errors. To be able to forgive, you must
be understanding and listen to the person, to give them a second chance as long as they have
expressed their learning experience. Holding onto unnecessary “downfalls” is just another thing that
must be on your mind, but if you are a forgiver, you are another step further, focusing on what really
matters during your day. For example, I have had some conflicts with friends at points in my life and I
do not hold grudges against them for one unintentional mistake they’ve made. I will communicate with
them, we work past the conflict, and we move forward together. Forgiveness is letting go and moving
forward.
The third value that is a huge part of the person I am is love. In my life, my mom preached the idea that
love was always the answer. To love means to value close relations with others, and to enjoy both
loving and being loved. I am very open to expressing love to any person that crosses my path because
it’s the person I am. Love is a part of me. I enjoy giving hugs to all my friends whenever I see them,
along with a big smile on my face. I believe there isn’t enough love in the world today, and a main
purpose of me is to spread it.
All three of these values are demonstrated by my everyday being and are my answers to why I am a
leader. I am involved in Student Philanthropy Council where love is a large component involved. We,
as a group raise money for other URI students who do not have financial stability. For example, if a
student does not have enough money for a dining hall swipe, our funds provide these swipes for them.
As a member, I do this out of love. My love and enjoyment of helping others is never ending. As I host
booths I find I have more energy and motivation since I am doing a good cause and helping others
around me. In the end all of my values tie into the person I practice to be and I wouldn’t change them
for the world.
SEE EVIDENCE #8
Source: Your Character Strengths Profile. (2016). Retrieved April 21, 2018, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973
9. Student will demonstrate practice of the HDF-190 As You Wish company, Everyday In HDF-190 I have had the opportunity of learning my VIA values. These values are one hundred
personal values statement life percent beneficial to me because they help me practice my best self each day. My personal values
statement is when living my life I will appreciate the natural beauty that surrounds me, I will give thanks
to all of my loved ones and unforgettable experiences, I will forgive those who have learned, I will
forever be true to myself and be honest with those around me, and I will spread love to each and every
person who crosses my path. When I grow older, I aspire to take over my mother’s catering business,
“As You Wish.” When I reach this goal I know very well my personal values statement will come into
play in my everyday work. Planning beautiful weddings and events I will appreciate the surroundings of
beauty. It is highly important to love and appreciate the environment that surrounds us. Especially
when being in amazing settings like weddings, graduation parties, or stunning homes. Secondly, being
the owner of the company I will preach my thanks and appreciation to all my hard working, organized,
and put together staff. With gratitude my staff will make me proud and work to their best ability. Thirdly,
I will forgive those who make mistakes on the job. My mother has experienced one of her workers who
has drank on the job. However, she forgave them, along with severe consequences. As this example
has been shown to me by my mother, I will follow in her footsteps. I will not hold grudges among my
staff. Fourthly, I will be honest and upfront with each person I encounter and will practice being Lindsay
till the day I die. I will not change the person I practice to be depending on the people I am surrounded
by. I will be fair and true to all of my staff and I will be true and real to all of my clients. Lastly, I will
practice love throughout each move I make. Love is all that matters in this world. Therefore, I will love
every person that I come across. Using love will be the best way to express my passion for making
special events be the best they can possibly be. When I use my personal value statement in my work
and everyday being it will continue to benefit myself and those who are surrounded by me.
SEE EVIDENCE #9
Source: Your Character Strengths Profile. (2016). Retrieved April 21,2018. From
https://www.viacharacter.org/survey/Surveys/Finished/6867973
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 Maslow’s
theory to own life
.
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest
Signature Themes, shadow side of
. Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18 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., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
“Scientific Management” theory of
. leadership by Taylor
of the above theory (Taylor)
.
“Management by Objectives” theory of
. leadership by Drucker
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF-190 Strengths and values connection What does it mean to serve? How does serving reflect the person you practice to be? Is servant
“Servant Leadership” theory of leadership leadership the same for every individual? The “father” of servant leadership is Robert K. Greenleaf who
. by Greenleaf defines it as, “one’s natural feelings or strengths” (Greenleaf). Servant leadership is the idea of helping
yourself as you help others. When this idea is present everyone will become greatly empowered, and
your organization will become stronger as the members will be more developed, engaged, and
encouraged to grow.
As a leader, it is in your nature to have the desire to serve and make some type of difference or change
in this world. To do so you must have five ways of being; to be authentic, vulnerable, accepting,
present, and lastly, useful. To be authentic means to be real. Being true to your own being, staying true
to yourself in your everyday life and standing up for what you believe in. To be vulnerable means to be
defenseless. In other words, continuously allowing yourself to be open to new perspectives from your
peers and always trying your best to fully retain and understand their way of the challenge. Which
leads me into acceptance, to accept that everyone else around you is not going to think the same way
as you do. Every individual is different, but special in their own way and in order to lead them all, you
must accept the fact that there will be different diversity. Diversity creates you and your group to grow
to a greater capacity. Fourthly, to be present means to be in the moment that you’re exactly in, put
everything else aside, physically, mentally, and emotionally. In order to be 100% present you must be
100% in the moment. Lastly, useful, to take charge and make that difference that you have such dignity
to do. Use your strengths and values to create that difference that you dream of doing, or else it will
forever be a dream.
A leader is one who guides and one who inspires. To serve means to perform a duty or service.
Together they create servant leadership based upon a person's strengths and values. In HDF-190 we
all discovered our own strengths and values and this pertains to our answer to how we serve and our
answer to why we serve. I, personally serve by using my strengths of positivity and harmony the most. I
use positivity by brightening each
Robert Greenleaf describes exclaims, “awareness helps one in understanding issues involving ethics,
power, and values” (Greenleaf, 33). Secondly, persuading a group with your beliefs and passion, rather
than where you stand within the positional authority. Leading into conceptualism, which means to have
the ability to dream great dreams. In other words, expanding the horizons and digging deeper rather
than broad thoughts. Servant leaders are desired to create a balance between conceptual thinking and
a day-to-day operational approach. Similar to conceptualism, we have the concept of foreseeing the
lessons from the past, realities of the present, and the possibility there will be a consequence in the
future. In order to live by this characteristic, you must think deeply within the intuitive mind and pay
careful attention.
The three characteristics that fall under both, serving and leading are stewardship, commitment to the
growth of people, and building a community. Stewardship means to have trust in the people that have a
responsibility and letting go of what is out of your control. Stewardship and servant leadership go hand
and hang with one another due to the commitment of serving the needs of others. The commitment to
the growth of people means to be deeply invested and devoted to the improvement of the individual or
organization you have assisted. Lastly, servant leadership believes that a natural community can be
created among those have something in common, as long as servant leaders are demonstrating the
direction. In other words, expressing their unlimited liability for a specific community-group.
Servant leadership can be as little as a smile or as large as taking part on an alternative spring break
trip. Every leader should practice to be their best self each day because every day is a new day to
inspire another person. Continue to learn new perspectives in your life and you will never stop growing!
All in all, every person has their own ways of serving this world and creating that difference is what
keeps us all moving and motivated.
SEE EVIDENCE #27
Source: Greenleaf, R. K., (2002). Servant leadership: A Journey into the nature of legitimate power and
greatness. Paulist Press.
28 Student will describe personal application HDF-190 Student Philanthropy Council, Servant leadership is one's natural feelings to desire some type of difference and acting upon it. To
of the above theory (Greenleaf) smiling at others around you impact a friend, couple, or community by being authentic, vulnerable, accepting, present, and useful.
. Every leader has their own answers to how they serve and why they serve. In other words, each
individual has their own strengths and values. Personally, I serve everyday by using my strengths of
positivity and harmony, along with values of love and kindness.
In HDF-190 on the 29th of March, all of my peers and I listened to upperclassmen experiences of
serving at URI; Dakota had exclaimed simply practicing the person she is, specifically sharing the
gesture of smiling at strangers. These words stuck out to me because I am one of those people to
smile at my peers, while walking to class. When I begin smiling at others, many don’t return the
gesture, however the one that does allows you to feel complete and enlightens your day. I believe you
can impact someone's day by smiling or giving them a new perspective that allows their heart to
broaden. Lighting up other individuals days is what keeps me motivated throughout the week.
The University of Rhode Island offers multiple clubs where servant leadership takes place. I am
specifically a member of Student Philanthropy Council and Student Alumni Association in which my
compassion for these two clubs tie into my strengths and values. Student Philanthropy Council raises
money by donations from URI students to assist others on campus who do not have financial stability.
As a club we preach the idea of giving, which falls under my values of kindness and love. To give to
others is a random act of kindness and giving is another way of showing love for those in need. On
Wednesdays we meet at 4 p.m where we discuss upcoming events and often new ideas are
introduced. This April we will be hosting our first dodgeball tournament, where each member of the
team will make a donation in order to participate. Taking part in this organization and engaging other
peers in this event is serving for those people who do not have financial stability. Using my strength of
positivity in this club allows for more donations to be present. For example, when having booths around
campus, it is best to have a smile on your face and a cheerful tone of voice when sharing with those
who pass by. Therefore, when seeing SPC around always remember for it is giving that we receive!
Servant leadership is highly displayed when taking part in helping countries or areas of the world that
are in desperate need. One of my dreams has been to travel to a third world country to make a
difference in a families life. This summer my dream will come true. I am traveling to Southeast Asia,
Laos where I will assist in building homes for families, and teach children basic english and math. While
I am a part of their lives, my goal is to create some type of symphony for them. I plan on using my
strengths of harmony and positivity to make the best of what they have and do all I can to have a
loving, happy environment. I will listen and take action to fulfill their needs, whether it makes sense to
me or not. My values of kindness and love are my answers to why I have such a dream like this one.
The group of twenty that I will be taking this adventure on with will make a difference in every single
one of the individuals lives, including our own. Servant leadership is the act of one's natural feelings,
and I want nothing more but to make a difference in today's world.
SEE EVIDENCE #28
Source: Greenleaf, R. K., (2002). Servant leadership: A Journey into the nature of legitimate power and
greatness. Paulist Press.
“Principle Centered Leadership” theory
. by Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
of the above theory (Deming)
.
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF-190 personally practicing what is good In HDF-190 we were educated on the 4-V Ethical Leadership Model was created by Dr. Bill Grace
the “4 V’s” theory of leadership by Grace and right based upon his formal leadership and passions of faith and ethics. This framework is summed up to be
. (Center for Ethical Leadership) the internal beliefs or values along with an individual's external actions for the purpose of the
advancement of the common good. He found that this model is meant for the people who have the
integrity and desire to make a difference in the world. To first learn about your own values, vision,
voice, and virtue and then apply it to an outer commitment to the common good.
First, an individual's values must be discovered. Discovering your values begins with understanding the
promises you have made to who you must practice to be each and everyday. Your values are
determined by your own uniqueness. What makes you, you. Secondly, comes along your vision. Vision
is the ability to workout your actions, especially when providing service to others. The point of your
vision is to be able to view the real picture of what will occur in your future service for others. Thirdly, a
person's voice is being heard by the others around you. To fluently speak to others in a persuasive and
genuine manner that motivates them to take action on their own journey. Fourthly, virtue is
understanding that we become what we practice. In other words, who you practice to be each day is
what becomes of you. I as a leader, practice what is good and right, rather than bad and wrong. I have
become what is good and right, I am developing the character of virtue. Virtue stand for the common
good. Some deep thoughts of what the common good is define to be is liberty and justice for all people,
harmony, equality, welfare, and basic supports of food, water, shelter, health care, and education. In
the end, practice who you desire to be everyday, no matter who you are surrounded by. Give to those
around you, and you will receive back in different ways. The 4-V Ethical Leadership Model created by
Dr. Bill Grace has allowed me to become a stronger, more loving, and independent leader.
SEE EVIDENCE #37
Source: Source: Cooper, P. (2014). The Four V's of Ethical Leadership. Retrieved February 20, 2018,
from http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership
38 Student will describe personal application HDF-190 Values As I stated above, the 4-V Ethical Leadership Model was created by Dr. Bill Grace and the four
of the above theory (Grace) components are one’s values, vision, voice, and virtue. The two top values that pertain to me the most
. as an ethical leader are love and gratitude. Within my living, I take everything on with love. My mother
has raised me saying, “love is the only thing that matters.” I want love to be endless in this world. I tend
to wear love on my sleeve, and express love to my people by giving hugs, smiling, and having a good
time together. Also, my value of gratitude allows me to lead significantly by giving thanks to all that I
have in my life. I believe that many people in the world take too many things in life for granted, and I
am proud to say I am the opposite of that. I give thanks to all of my opportunities and loved ones every
night before I fall fall asleep. As a leader, I will gladly spread this gratitude among me. Using my values
of love and gratitude, I have visions of creating less anger in society. I will do so by my vision of
inspiring one person at a time with my love and gratitude. With my presence individuals can tell I want
nothing more but to create a symphony and happiness for them and the overall common good. I use
my voice by being true to myself, and when I express love to others it is easily shared. Prior said, I will
take day by day, one by one to inspire another being with my voice being heard in a persuasive
manner. I will become who I practice to be, known as virtue. I will use my transcendence of love to fulfill
the needs of the common good. Humanity of my passion, sympathetic, and generous behavior among
those beside me will be passed onto. I am gladly an ethical leader, and my values, vision, voice, and
virtue are what enable me to be such a passionate leader.
SEE EVIDENCE #38
Source: Source: Cooper, P. (2014). The Four V's of Ethical Leadership. Retrieved February 20, 2018,
from http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership
“Situational Leadership” theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the HDF-190 Who you are as a person Being a participant in a certain group that you chose to manifest your time into, you may ask yourself
“Relational Leadership” model by multiple questions that may not necessarily have answers to them until you discover the Relational
. Komives, McMahon & Lucas Leadership Model. What is our common goal? How much power do I have? Will everyone agree? How
do I make sure to include everyone? What are the differences of knowing, being, and doing? The
Relational Leadership Model is a reflection upon knowing who you are, and being the best person you
can possibly be, and lastly acting upon those beliefs of yours. The five different components of this
model are to be inclusive, purposeful, ethical, empowering, and lastly, realizing the challenge will be
process oriented.
The three basic principles of the Relational Leadership model concentrate on an individuals knowing,
being, and doing. First we have the concept of knowing who you are as a person, and what you bring
to the table that is different than others perspectives. In other words, what defines you? Why are you
special? What are your own strengths? In HDF-190 we were given the opportunity to learn our
individual strengths and values through science. Personally, my top strength of positivity is what keeps
me alive, motivated, and happy throughout the day. My positivity brings energy into my life by choosing
to look at the benefits of the task, rather than the focusing on the negative aspects. My strength of
positivity ties into knowing I have the ability to bring light to a room or a clear and new perspective to
my peers around me. Secondly, being your best self each day by being ethical, principled, open,
caring, and inclusive. To be true to your spirit and be a person of your word. The being principal
focuses on your individual values, your answer to why you lead a group, peer, or friend. Most
importantly, as a leader you truly feel for the person you are assisting and you are putting yourself in
his/her shoes to understand their perspective. The third basic principle is “doing.” This is explained to
be your action being taken. You must act in socially responsible ways, consistently and concurrently,
as an individual in your community, and on your passions and commitments.
Being inclusive in a group and in our everyday lives will allow each individual to know that they do bring
something to the table and they will have a say. Inclusion is the idea of understanding, valuing, and
actively engaging in all diversity views. It is being able to accept everyone’s views, approaches, and
styles of leadership.
Having a commitment, goal, or a challenging activity revolves around our second component of the
Relational Leadership Model of being purposeful. To be purposeful you must be committed and find a
common ground to accomplish a positive change along with all the individuals within your group. Also,
being purposeful is to put all differences aside and have the desire to move forward, building a shared
purpose or vision to create the organization to be even better!
Ethical by definition is to relate to moral principles of knowledge dealing with your own beliefs. In other
words, to be driven by your own morals, values, standards of what is ‘right’ and
‘wrong’ and how leadership is good-moral-in nature. To stand up for what you believe in, however
knowing when it is the right to time to take a step back and just listen to what your peer has to say. The
important part of being ethical is to invest in your own value strengths to help you find new strategies
and behaviors that other people may have.
Our fourth component associated with this model is to be empowering towards all peers. Allow
everyone to be heard, to have a certain amount of power in your group because you are a part of this
commitment, just as everyone else is. To be empowering it can promote some type of celebration,
involvement, and to have a say in the challenge.
The last but not least, the fifth component of the Relational Leadership Model is the idea that the
activity or challenge will always be process oriented. To be process oriented it means to all interact with
one another and to be able to express who you are, rather than not getting anything out of the
situation. The process allows all of the other four components to be possible and available. Also, when
you go through the process, at the end you tend to feel more energized and even closer with all the
people you had just interacted with for the certain period of time.
SEE EVIDENCE #41
Source: Komives, S. R. (2006). The Relational Leadership Model. 3-114. Retrieved April 21, 2018, from
http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
42 Student will describe personal application HDF-190 Landmine activity, in class Being a participant in a certain group that you chose to manifest your time into, you may ask yourself
of the above theory (Komives et al) multiple questions that may not necessarily have answers to them until you discover the Relational
. name activity,
Leadership Model. What is our common goal? How much power do I have? Will everyone agree? How
do I make sure to include everyone? The Relational Leadership Model demonstrates five different
components; to be inclusive, purposeful, ethical, empowering, and lastly, realizing the challenge will be
process oriented.
Being inclusive in a group and in our everyday lives will allow each individual to know that they do bring
something to the table and they will have a say. Inclusion is the idea of understanding, valuing, and
actively engaging in all diversity views. It is being able to accept everyone’s views, approaches, and
styles of leadership. In my eyes, each person brings something different to the table. This is considered
a different interpretation or perspective, which the inclusion component of relational leadership reminds
us to include all viewpoints.
Having a commitment, goal, or a challenging activity revolves around our second component of the
Relational Leadership Model of being purposeful. To be purposeful you must be committed and find a
common ground to accomplish a positive change along with all the individuals within your group. Also,
being purposeful is to put all differences aside and have the desire to move forward, building a shared
purpose or vision to create the organization to be even better! For example, in HDF-190 all of us
students were given a challenge known as the relational model activity where we chose our groups of
three, one being blind folded, and the other two to be guidance peers. The objective of the challenge
was to all be able to be on the same side of the box that was made on the floor along with multiple
“bombs” that were not allowed to be touched or else there would be “an explosion.” We were given a
minute and a half to discuss our purpose and plan. Many of us shared the same vision of each pair to
assist your third partner by giving them directions without physically touching them. All groups put all
differences aside and we worked together as a team and as a whole. Turns out, we were able to
complete the leadership mine field successfully!
Ethical by definition is to relate to moral principles of knowledge dealing with your own beliefs. In other
words, to be driven by your own morals, values, standards of what is ‘right’ and
‘wrong’ and how leadership is good-moral-in nature. To stand up for what you believe in, however
knowing when it is the right to time to take a step back and just listen to what your peer has to say. The
important part of being ethical is to invest in your own value strengths to help you find new strategies
and behaviors that other people may have. Being ethical focuses on being brave enough to be able to
challenge someone else’s perspective, however putting oneself in the others shoes as well.
Our fourth component associated with the Relational Leadership Model is to be empowering towards
all peers. Allow everyone to be heard, to have a certain amount of power in your group because you
are a part of this commitment, just as everyone else is. To be empowering it can promote some type of
celebration, involvement, and to have a say in the challenge. For example, again using the leadership
mine field activity that we all were a part of in class on tuesday, one of the empowering moments that
stood out to me was when each group of three crossed over that finish line, many of our peers would
be cheering one another on, clapping, and giving high fives to one another! I personally absolutely love
that appreciation and team bond! It was very empowering to notice that people were proud and
appreciative of what you and your team brought to the table.
The last but not least, the fifth component of this model is the idea that the activity or challenge will
always be process oriented. To be process oriented it means to all interact with one another and to be
able to express who you are, rather than not getting anything out of the situation. The process allows
all of the other four components to be possible and available. Also, when you go through the process,
at the end you tend to feel more energized and even closer with all the people you had just interacted
with for the certain period of time. One day it was a beautiful day outside and many of us were hoping
to be able go outside during HDF-190, turns out Allie was on the same page as us and wanted to enjoy
the fresh air as well! We engaged with one another for a good hour, doing name game activities. At the
end of all the activities she had questioned us all, “Now, why didn’t I just sit down in class and tell y’all
to memorize one anothers names on a sheet of paper?” Many students raised their hands to explain
the whole idea that relational leadership is to begin a process where you can engage with one another
and pull together within the process all the other four components of being inclusive, purposeful,
ethical, empowering.
SEE EVIDENCE #42
Source: Komives, S. R. (2006). The Relational Leadership Model. 3-114. Retrieved April 21, 2018, from
http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
concept of constructivism
.
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF-190 What does social change mean? Is donating money social change? Is attending a rally/march social
“Social Change Model of Leadership change? Social change is collaborative, not simple, and it securely addresses the root causes of the
. Development” by Astin et al conflict. The Social Change Model ties into leadership by expressing that leadership is collaborative
and collective. Leadership is a process, not a position. Leadership promotes the development of social
change spectrums. In HDF-190 we were taught the social change model which consists of the seven
C’s which fall under three different values; group values, individual values, and societal/community
values.
Group values consist of collaboration, common purpose, and controversy with civility. When working
with a group of people you must collaborate with one another, in other words, work together as a team,
share authority, responsibility, and realize we all have the desire to achieve a common goal. A common
purpose proposes collective aims, values, and vision. Lastly, controversy with civility entails that
disagreements and disputes are bound to happen. The important part is to allow yourself to be
thoughtful and considerate of all perspectives and opinions, allowing them all to be heard.
Individual values have three C’s as well, consciousness of self, congruence, and commitment. Being
aware of your own beliefs, values, and attitudes; mindfulness. Staying true to who you are and what
you bring to the table. Secondly, being a person of your word; congruence. When you commit to
something and you verbally state you will take on this part, follow through and stay true to your word.
Lastly, commitment, managing your time and emotional passion. Commitment is demonstrated by your
own personal involvement and being able to follow through with your expectations of a certain task.
The seventh C is designated to societal/community values. Citizenship, citizenship calls for all
individuals to see themselves as a part of a whole. Leadership is the grounded belief that we all have
something to share to make this world a better place. As leaders we want to reach to the root of the
problem and change it as a whole, as a community.
Group values, individual values, and societal/community values all interact with one another. We must
have them all in order to be successful in social change. The Social Change Model ties into leadership
skills and states that we need all seven C’s, collaboration, common purpose, controversy with civility,
consciousness of self, congruence, commitment, and lastly, citizenship in order to be one hundred
percent successful.
SEE EVIDENCE #47
Source: “The Social Change Model of Leadership Development.” Central Michigan University
Wordmark,
www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx.
of the above theory (Astin et al)
.
49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
. of the above theories (Michigan & Ohio
State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
the “Configuration of Power” (Franklin)
. and its relationship to leadership
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of HDF-190 Retreat Highschool Experience, retreat During our retreat in HDF-190 when we were broken into our small groups, one of the many topics we
racial identity development (Cross & discussed was racial identity development. We were given a packet where one of the pages had four
. Fhagen-Smith; Rowe, Bennett & lens, I will be focusing on race/ethnicity. Then we were advised to make a timeline of how many years
Atkinson; Ferdman & Gallegos; Kim; we’ve been alive. There were three components to each lens; first time you heard about it, the age you
Horse; Renn etc.) understood what it meant, and lastly when you gained more knowledge and/or a different perspective.
An individual's race/ ethnicity is determined by one’s color of skin and/or common cultural traditions.
When I was little and attending pre school, there were a diverse amount of race, therefore I was aware
that every person wasn’t the same color as me. I also knew that some children did not attend church,
as I did. Knowing these two differences did not stop me from interacting with them because I knew very
well that a person’s color or beliefs did not define who they were. I am happy to say that my teachers
set a great example to follow by treating your peers the way you like to be treated. Just as my mother
raised me to accept differences and move forward from there. As years passed by, I become more and
more educated on all the different cultures of the world and by ten years old I was fully understanding
all these concepts.
I believe diverse race and beliefs is what creates our world to be so unique. With different beliefs you
are able to listen to different perspectives, allowing your brain to broaden. You are allowed to choose
your own beliefs. There is no sign in the world that says “you must believe what you are taught.” In
order to create world peace we must accept the differences between the White, African American,
Asian, Indian and many more races. When you begin getting to know another person, pretend as if you
couldn’t see them. Do not judge or use stereotypes because you do not know a thing about someone
until you speak to them.
In my highschool we had a very diverse community. We were all a part of the same school and only
wanted to make the best of our high school years. We accepted all races and all ethnicities. For
example, during lunch there would be twenty of us, who all came from a different backgrounds and we
would all enjoy nice conversation around the table. Along came laughs, games, picture taking and
many more. All in all, someone's beliefs or color does not define the person they practice to be. The
differences between you and me are what makes us both unique in our own way. Embrace your
unique beliefs and color because they are a part of who you are.
SEE EVIDENCE #77
Source: Racial and Ethnic Identity, internal.psychology.illinois.edu/~lyubansk/Conflict/Identity.htm.
application of model(s) of racial identity
. development above
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90 Students will demonstrate personal
application of the “Model of Intercultural
. Sensitivity” by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of
inclusive leadership
.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five BUS 111, URI- Soccer games In URI-101 we were taught five different decision making methods; coin toss, voting, consensus,
decision making methods 101 consulting, and command. First, the coin toss method is the quickest and most simple. You simply call
. “heads” or “tales” and whichever side it lands on, that person gets to choose the outcome. This
method does not work very well for large groups because then comes along disagreements
explaining the unfairness of the method. Being a captain on my high school soccer team we would do
a coin toss before every game. If you “win” you get to choose what side of the field you would like to
defend or if you would like ball first. The second decision making method I was educated on was the
voting method. This consists of a majority vote. When facing several decent options, and saving time,
the vote method is a great solution. Within my classes, in BUS 111 with Professor Gilmore, he will
take a majority vote at the end of close if anyone wants to do more practice problems on the material
or not. Majority wins, however he will stay after class if you do not fully retain the information and will
assist you. He does this for those who learn quickly. Thirdly, the consensus decision making method
consists of members of a group agreeing and supporting the best decision as a whole. Consensus
decision making allows discussion and debates on how to accomplish the certain task in the best way
possible for everyone. An example of this took place in my small group in HDF-190 for our Social
Change Project. We took recognition to what everyone had interests in, but also worked best for
timing. In the end we came to an agreement of conservation. Fourthly, the consulting decision making
is when the group members have more say among the authoritative figure. This decision making
tends to be more fair and allows the group to agree or at least live with the decision making. However,
the authoritative figure may choose to be biased when the discussion takes place, therefore it may not
end up in favor for all the group members. Lastly, the command decision making is when you start
with decisions that you have absolute no participation in. This is commonly used within the military.
When higher recruits have say over the lower recruits, no matter what. The lower recruits have no
participation whatsoever. They must listen to the ones in higher positions. All in all, in URI-101 I was
advised with the five decision making methods of the coin toss method, voting method, consensus
method, consulting method, and command method.
SEE EVIDENCE #102
Source: J. (2016, February 15). 4 Decision Making Methods. Retrieved from
http://sourcesofinsight.com/4-decision-making-methods/
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF-190 Clear sayings to reply back to To be an active listener you must conform to five different “steps” which are, encouragement, restating
active listening techniques person basic ideas, reflecting feelings, clarification, and summarizing the topic. At the retreat, for HDF-190, we
. were able to discuss active listening in our small groups. When you’re actively listening it means to be
in the moment with your peer. To be fully there and truly care about what they have to say. When
listening to their conflict, story, feelings, or whatever the discussion is based upon as a listener you
want to be an encourager. Being an encourager consists of using a positive tone of voice and being
unbiased. When verbally expressing your interest in the conversation you can say the phrases, “I see”
or “that’s interesting” or “I understand.” These words will let your peer know that you're intrigued by
what they are saying, and are fully paying attention to their words and that you desire to hear more. For
example, if one of my friends is going through a hard time, I will be there for them every step of the
way, which includes encouraging them to talk to me, and being open about their own feelings.
Secondly, restating basic ideas is very important in active listening. Restating basic ideas shows your
understanding, and checks your interpretation of the story compared to their own. You can use the
fragment, “In other words, you think…” This again reassures your friend that you are in the moment,
and being attentive to their ideas. Thirdly, when reflecting feelings back to the speaker, it demonstrates
that you are listening and understanding how the individual is feeling. In other words, putting yourself in
someone else's shoes. When you reflect the person's feelings it helps them reevaluate their feelings as
expressed by someone else. By doing so you can say, “you feel that” or “you were pretty flustered
by…” Reflecting feelings allows you and your peer to be on the same page. At the same time you can
calm them down by understanding the way they are feeling and expressing that they aren’t in this
alone. The second to stage of active listening consists of clarifying. Clarification of the tedious facts
that can make a difference in the story. These clarifications may be very subtle but can have an
impact. This will help the person explore all sides of the problem that they are facing with another
individual or group. This is when the listener may show the speaker another perspective. You are able
to ask specific questions as a listener such as; “Is … the problem as you see it now?” or “can you
clarify that for me?” Being able to pull out those little yet important details about the situation helps, and
maybe isn’t much of an issue as it seems to be. For example, in class you must clarify any words
information that you do not quite understand by asking questions. Clarifying ties right into summarizing,
which is the last step of active listening. Summarizing is the idea of drawing together facts and creating
the “review” of the discussion. Verbally represented by restating and reflecting the major ideas
presented; “these seems to be the main ideas you have expressed…” or “If I interpreted your feelings
correctly, you feel this way about…” This last stage of summarizing your peer’s ideas shows that you
were seeking the importance of the conversation the whole time and that you were really able to
understand thoroughly what they were strongly feeling. All in all, the five steps of active listening go
hand in hand with one another. Without one, you aren’t giving your speaker your one hundred percent
attention. Active listening is very important in day to day life whether it is in class listening to a
professor, listening to what your best friend is currently going through, or in simple conversation with
an individual that you have just met. Active listening allows trust to come into play. Therefore always
represent your five stages of listening; encouragement, restating basic ideas, reflecting feelings,
clarification, and summarizing the topic.
SEE EVIDENCE #109
Source: “Active Listening: The Art of Empathetic Conversation.” Positive Psychology Program - Your
One-Stop PP Resource!, 19 Feb. 2017, positivepsychologyprogram.com/active-listening/.
110 Student will describe examples of using Macroeconomics Macroeconomics course, friends The five stages of active listening are encouraging, restating basic ideas, reflecting feelings, clarifying,
active listening skills (ECN 202) HDF- and lastly, summarizing. Each stage has its own importance and they go hand in hand with one
. 190 another. In other words, without one you have a piece of your puzzle missing. As an individual you
should be an active listener at all times of the day. During our HDF-190 retreat we tore apart active
listening and discussed each component of active listening. In my day to day life I use active listening
skills with absolutely everything, however specifically in class active listening is strictly important.
In class it is highly essential to be an active listener to be able to succeed at your highest potential. For
example, in my macroeconomics class I have a great, sophisticated professor, Dr. R where she
discusses many different topics about the economy and I am attentive throughout the whole class to
retain as much information as possible. When applying the first stage of encouragement, I do not
verbally say anything because this can be considered a disruption in a lecture hall, however I do keep
quiet and keep my eyes in contact with hers therefore she knows I am wanting to hear what she has to
say that day. At the same time other students may be dozing off and/or talking to their peers about
what they did over the weekend. Secondly, when applying the restatement of ideas, this consists of
me taking down notes as she speaks and writing down what is written on the powerpoints. As she sees
my pencil writing down notes she notices the interest I have in learning and doing well in the course.
As a professor, she knows who desires to do well and who is intrigued by her lessons by observing
little things like taking notes down and attending class. Thirdly, reflecting feelings is a bit different in the
classroom when listening to your professor. I am able to tell how she feels about the certain topic by
her tone of voice and/or body language, however I do not necessarily raise my hand to reflect the way
she is feeling because it may not necessarily be appropriate in a lecture hall setting, but I do however
observe her feelings about the topic internally. Fourthly, clarifying, clarification is highly important when
learning because you must be on the same page as your professor. I, personally clarify by raising my
hand and asking questions on something that seems to be unclear to me. When asking Dr. R
questions it allows myself to participate and be heard. Asking questions can never be a downfall, as
long as it pertains to the topic. Also, asking questions can assist in your learning ability by being on the
same page as your professor and fully understanding the topic. Lastly, summarizing, again I do not
verbally raise my hand during class and review the whole lesson, however I have at the end of the
class, individually summarized the lesson to my professor and she is highly intrigued by my active
listening skills and learning ability. Summarizing can also consist of you doing it yourself after class,
and reviewing your notes for ten to fifteen minutes therefore, it becomes set and stone. This can assist
you in fully understanding the material, and down the road, when an exam is approaching, you can
now review all the material that you understand rather than having to actually learn it all over again.
Active listening comes into play with your learning ability in every single class that you take. Learn to
be in the moment when you’re in the classroom because in the long run it will only benefit you!
SEE EVIDENCE #110
Source: “Active Listening: The Art of Empathetic Conversation.” Positive Psychology Program - Your
One-Stop PP Resource!, 19 Feb. 2017, positivepsychologyprogram.com/active-listening/.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
facilitation techniques
.
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
framing based on psychology and its use
. in group facilitation
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages HDF-190 Social Change Project; small Tuckman’s group development model is a five step theory when working together while sharing
of group development (Tuckman/Tuckman groups. something in common. These fives steps of development are forming, storming, norming, performing,
. & Jensen, Bennis or others) and adjourning. First, forming takes place on the first day, first time seeing one another’s faces and
having no group history together. This is when members are treated as unfamiliar strangers, and trust
is not active just yet. Everyone in the group seems to be just a little bit out of place. In HDF 190 forming
took place the first days of being in the classroom, we all knew we had the passion of leadership,
however we were all unfamiliar to one another, therefore there wasn’t any group history. However, the
second stage of development will come into play shortly which is, storming. Storming is when specific
roles/responsibilities are planned out, agendas are displayed. However, problem solving is a bit shaky,
competition is high, and anxiety is present with some individuals. The cliques of the group seems to be
in power, with lots of personal attacks, and little to no team spirit. However then the third stage of
norming rolls around. The norming stage of group development is when the group has seen one
another’s faces more than a few times now and everyone becomes aware of each others
strengths/weaknesses. An example of norming taking place in HDF-190 was when we all began to
share our strengths and weaknesses with one another. We all were slowly becoming more comfortable
discussing our values and strengths and becoming more and more familiar with who is who in the
classroom. Success begins to be present, along with stronger feelings of trust and appreciation for one
another. During this stage of norming you work more as a team, rather than having a few outsiders and
cliques. Individually you begin to feel more motivated to be involved in the group success. Fourthly,
performing, performing displays a well working, efficient, and motivated team. There is little to no
wasteful time and no surprises when working together. As a group, they begin to use more and more
inclusive language like the words, “everyone” and “we.” During this stage there is high empathy, love,
trust, and excitement. Also, very importantly this is the stage where confronting a team member in a
respectful way is not questioned because you are comfortable around one another. A perfect example
of performing in HDF-190 was our social change final project, where we were presenting in all class.
This presentation was a representation of all our hard team work. We were able to pick and choose
whose strengths were the most useful in certain situations like the paper, powerpoint, or presentation.
Turns out, we worked to our best ability and everything ran smoothly! Finally, the last stage of the
Tuckman’s group development model is adjourning. The adjourning stage is the final assessment. The
final assessment is being able to look at your accomplishment and celebrate your strengths as a team,
however find ways to improve upon your weaknesses. Most importantly, compliment your team
members and point out what each team member brought to the table and how you wouldn’t of made it
to the end without their touch. All in all, each group you work with, you will realize all five of the
Tuckman’s group development stages are demonstrated; forming, storming, norming, performing, and
adjourning.
SEE EVIDENCE #132
Source: Five Stages of Group Development. (n.d.). Retrieved February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf.
133 Student will describe personal examples of HDF-190 Retreat, Social Change Project, Tuckman’s group development model is a five step theory when working together while sharing
group development in use Spaghetti Marshmallow Challenge something in common. These fives steps of development are, forming, storming, norming, performing,
. (Tuckman/Tuckman & Jensen, Bennis or and adjourning. I, personally have experienced working with a small group where all five of these
others). stages have taken place. In HDF-190, we were broken into small groups dependent on one another’s
strengths and we each were given a peer leader. All of these groups have the similarity of the desire to
pursue the minor of leadership development and skills and wanting to make a difference of some kind.
The first day that we were broken into these small groups, we did not have much time to go through
the stage of forming, however it did still occur. In class, we were each given a slip of paper to whom we
“belong to.” Then, Allie, our professor directed us to find our peer leaders. I found my peer leader, Matt
and then looked around me to find six other unfamiliar faces in front of me, however we all shared the
similarity of being in the same small group. During this time, we seemed to be a bit subtle and little to
no personality was shown. We were more focused on our peer leader and what he had to share with
us. During this time there was not much trust in one another since we did not know much about one
another. However, then on Saturday the 3rd of February we had a mandatory retreat to take on
together! During this retreat more of the stages came alive. As saturday rolled around, I looked forward
to getting to know my team more and being able to accomplish group discussions together. On that
day, during a specific hour we were broken into our small groups to go discuss certain topics where we
were very open about our thoughts. This is also where we introduced ourselves more than before. As
we shared a little bit more about ourselves, trust became more prominent, strengths were displayed,
but there was still a bit of quietness. As the day went on we seemed to become more and more open,
and the third stage of group development came into play, norming. This is when there was less
seriousness and you were able to let go and show more of the person you are. I began to appreciate
that we were all in this room being open with one another about all the topics we discussed. More
smiles were shown and laughter was present. Throughout the retreat my small group became more
familiar with one another.
As the semester carried on we were given more activities and challenges to take on as a team.
Specifically The Spaghetti Marshmallow Tower Challenge where the stage of storming took place. Our
task was to build the tallest standing tower that will support a marshmallow. Many ideas were said
about how to accomplish this activity in the best way. However, some storming took place because a
few of us disagreed on the solution. At first, a few of us remained frustrated but then we reminded one
another that we all had a common task and moved past these conflicts. In the end, each of our
strengths were displayed through the activity and each individual was included through the task.
Performing and adjourning stages of group development displayed throughout out Social Change
Project of Conservation. First we planned our project around each person's strengths. For example,
Raechel, Katie, and I performed or wrote the paper because we found we were most useful in this
asset. Secondly, everyone else was involved in the powerpoint and presentation because their
strengths were most utilized within this topic. While we performed we were secure and comfortable that
everyone would do their part to their best ability. We had full trust in one another. Lastly, after our
presentation we took on the adjourning stage where we reflected what went well and what we could
improve on. In the end, we did a great job on our project and we were all appreciative for everyone's
hard work!
SEE EVIDENCE #133
Source: Five Stages of Group Development. (n.d.). Retrieved February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf.
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
.
membership skills in use
.
Challenge and Support theory by Sanford,
. and its relationship to organizations
using the theory of Challenge and Support
. (Sanford)
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
preparing for and being interviewed
.
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members
building relationships with members as a
. leader
154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
. building, maintaining, and repairing his/her
own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
related to being a peer leader and being
. led by peers

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LEADERSHIP

Name: Lindsay Dowd

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 20

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 31

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