LEADERSHIP

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

Name: Mariah Weeks

Date Enrolled: Spring 2018
Date of Graduation: Summer 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:

Leadership Inventory Revised 08/22/2017 2

• 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

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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)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Conflict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives
COM 221: Interpersonal Communication GWS 350: International Women’s Issues
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
COM 361: Intercultural Communication (capstone option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management

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 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 Personality
P
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop S
as you progress S
and 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 Power, privilege, oppression, liberation;
Programming individual and institutional discrimination

Leadership Inventory Revised 08/22/2017 5

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.

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Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 Uhuru Sasa In my organization, I try to bring up things that the whole group can agree on. A few meetings in I
learned that we do not all have to have the same exact opinion but only something close to that. HDF
taught me to be a better leader in my organization and how to get people on the same page through
different models like the relational leadership model. The model is all about putting others first which is
the goal of our organization in order to make change. I bring my ideas to the table and members only
slightly adjust them to be relatable to everyone else. For example, I can bring up an idea to make an
event in the union ballroom just for recruiting new members. Other members might add a way to raise
money through that event for an important cause making minimal changes but still going with my
original idea. (See evidence #1)
AAF 201 State House Page Job In AAF 201, the professor gave us a lesson and a syllabus to go by. It was on us to takes notes if we
needed them and it was also on us to complete the work by the set date, he gave a reminder once and
after that it was on us to complete it. I would do assignments such as papers and presentations a week
before so the week of I wouldn’t be stressed about the assignment and only have to edit or memorize
parts of it. For personal discipline, I try to sleep early because most nights I go to sleep really late and
that leaves me with no energy the next day. I put my phone out of sight, block out any tiny bit of light or
anything that could keep me awake. I also cut out parties or social gatherings every single weekend
because though the college party experience is important excelling in classes is even more important
than that and the whole point of school. For my job at the state house I worked in a senator’s office
creating folders for him, organizing shelves, sorting letters and filing documents. I am normally very
organized but it was crucial for me to be even more neat freak than usual for this job. I made sure that
not a single paper was out of place and in the end, he was very satisfied with my work and I return
every other summer. (See evidence #2)
COM 100 Close Friend Passing In COM 100 we learned to control our emotions. My professor taught us to take any emotion we feel
and turn it into positive energy that will help you to deliver a speech well. This summer I lost a great
friend named Chris. At the time I was in TD and I could not leave to attend his wake or funeral. This
was one of the saddest moments ever for me but I could not do anything about it. I was able to turn this
sadness into drive and set aside my feelings when it came down to getting my speeches delivered
effectively. I was able to hold back tears and any signs of sadness back when it was not the time for it.
(See evidence #3)
UCS 160 Summer Job In UCS 160, we had a lot of small tasks which could become overwhelming and stressful so we
developed a strategy to avoid this. We would have moments of meditation at the beginning of class
and stretches in between. At first, I didn’t think this would be effective because I had done it many
times before and hadn’t taken it seriously but after I did and made it a part of my routine when I was
stressed it worked. Clearing my mind before starting a task was very helpful. I used these methods for
managing stress for my summer job. I love kids! But they can be super hard to keep up with and it
stresses me out sometimes to watch kids especially in open places so before it was time to take them
out I would take my moment and breathe so the stress wouldn’t take over and make it harder for me to
be calm. (See evidence #4)
UCS 160 Quisqueya in Action In my organization, I am the choreographer and leader in charge of making sure things run smoothly. A
lot of pressure is on me to make sure others are doing what they are supposed to be doing. This
causes me a lot of stress because you can control how and when you do things but you cannot do that
for another person. I am also in charge of choreography for the young girls in the folklore dance group.
Leadership Inventory Revised 08/22/2017 7

6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
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
This can also be a frustrating job because I have had to learn to have more patience but my patience
level is not too high. It stresses me out to think about them messing up the day of an event because of
my lack of patience but in UCS 160 I learned ways to plan things out so that they can be spaced out
and there is enough time to learn everything without stressing myself or others out. Learning time
management better was very helpful because it helped me to be less stressed when I had a plan for
my time and did not just try to stuff too many things into one day. (See evidence #5)
HDF 190 Right to Life I was raised Catholic but I was not forced to be extra religious growing up. I was raised knowing that I
was allowed to believe in anything that I believed was right, with good reasoning. HDF taught me this
also and that it is fine to sometimes go against your original belief if it is not ethically right. The Social
Change Model included Consciousness of Self which involved awareness of personal beliefs, values,
attitudes, emotions and mindfulness. My personal code of ethics has been tested on many occasions.
For example, I do believe that the woman’s body is theirs and that they decide what happens with it but
I do not believe in abortion. In high school, going to a Catholic school there were many groups against
abortion. I thought it would be a good idea to try it out since I was also against this. It was all good until
I was brought to an event where we stood outside of an abortion clinic to protest. It did not feel right.
My personal code of ethics did not allow me to make others feel bad about their decisions. I felt really
bad because on one side, yes abortion is bad. On the other hand, one never knows what is going on in
the next person’s life; health wise or if they’ve been raped or any of those factors. (See evidence #6)
UCS 270 HDF Social Change Project I learned my VIA strengths and values in UCS 270 and was reintroduced to them in HDF 190. These
values made me realize that I am a very emotional person and my emotion contributes very much to
my decision making and this is because I value things like appreciation of beauty and excellence. In
my HDF group we were given a list of events we could participate in and I was leaning toward an event
because I felt that it was about appreciating others. The event was Crossroads After School. I know
Crossroads is for people who do not have homes, I am from Providence myself and see this placed
flooded with adults and many children daily. So, an after-school program here would show that
regardless of the circumstances these kids deserve programs that any kid with a home has and maybe
we would impact a child enough that they might want to make a change later on in life like we try to do.
In the end my group chose another event and it made me a little sad just because I felt this event
would make a great positive change in a nearby community. (See evidence #7)
HDF 190 Quisqueya In Action In HDF 190, we learned Tuckman’s 5 stages of group development; forming, storming, norming,
performing and adjourning and I saw them all happen when I had to make up 3 dances and teach 14
girls for a performance that was a week away. In the forming stage everyone thought it was impossible
and didn’t know what to expect, honestly, I was second guessing myself too! Once storming started
stress was at an all time high because the girls didn’t believe in themselves. I made them write positive
things about each other and give them to one another which helped a lot with the next stage which was
norming. Once all the girls were comfortable with each other and confident in their skills they were able
to learn the dances well and perform which is the fourth step of the model. The performance was
beautiful and all of my hard work with them paid off along with their hard work! Everyone at the event
was happy and my task was completed to the best of my ability. (See evidence #8)
UCS 270 College Planning Center In UCS 270, at the beginning of the summer session we set goals for our personal, career and
community impact. Meaning we set goals that would impact all three of these areas. For personal I set
a goal to pass Talent Development and go on to my first semester of college. For my career I made a
goal to figure out what path I wanted to take because I had no clue and the class was to figure out
what classes and jobs one could get with their chosen path which was difficult because at the time I
didn’t know mine. For the community I said I wanted to make an impact on the children because they
are the future and things that are taught to children growing up does stick with them so I wanted to be
a positive voice while they are young so that when they are older they can become educated leaders
Leadership Inventory Revised 08/22/2017 8
 that people look up to. At the College Planning Center, I set a goal for myself to get through college
and that touches all three areas because ultimately finishing college is a personal goal, it will get me far
in a career and I can change my community when it is done. (See evidence #9)
12 Student will show evidence of goals and HDF 190 TD Advising In HDF 190, our learning contract was basically our set goal. My goal was to help with the issues that
objectives that were planned and students of color face on campus. To accomplish this, I organized a walk for diversity. This walk
. achieved exposed some big issues on campus that people of color face and educated people on these issues
which is important because most of the time oppressors discriminate due to ignorance so if they are
made aware of something they can see what is wrong with it and try to help rather than hurt. This goal
was accomplished because many people were made aware of issues and asked what they could do to
help. Though it didn’t fix all issues for students of color it helped to create awareness. For my TD
Advising, I set goals with my advisor and one of them was to make it through my first semester of
college which was extremely bumpy but I made it happen! (See evidence #10)
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
.
15 Student will show knowledge of the
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 HDF 190 Servant Leadership Speech In HDF 190, I took a test to figure out my strengths and values. This test really made me realize what I
style and/or personality style including was already skilled at and what areas I could work on to become a better leader. I knew that one of my
. strengths and weaknesses and examples top values being love made my leadership style more lenient and made it easier for me to get close to
of application (Sources = Leadership style people in a group because they could tell I cared for what I was doing. My value of Appreciation of
inventories, the L.P.I., Type Focus Beauty and Excellence also makes my leadership. For my speech on Servant Leadership I took both of
(MBTI), LAMP, DISC, and other career these things and connected them to my major and why I feel they make me a more effective leader. I
inventories, etc.) feel that these values help me to see passed the bad things and focus on the things there are to love
and appreciate. (See evidence #11)

Leadership Inventory Revised 08/22/2017 9

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19 Student will show knowledge of the
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
21 Student will show knowledge of the
“Scientific Management” theory of
. leadership by Taylor
22 Student will describe personal application
of the above theory (Taylor)
.
23 Student will show knowledge of the
“Management by Objectives” theory of
. leadership by Drucker
24 Student will describe personal application
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
26 Student will describe personal application
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 Quisqueya In Action In HDF 190, I learned about Servant Leadership and went on to teach the girls in my dance group
“Servant Leadership” theory of leadership about it. We all had to figure out how to raise money for our dresses and also put on an event for the
. by Greenleaf people who support us. We knew we had to make money from the event but we also really love the
people it was for so we went on from there and created our event idea. Greenleaf said that servant
leadership all starts with the natural feeling of wanting to serve and we wanted to serve! We made a
spa day for all of the men and women who support us. We could have just simply danced for them and
asked for donations but we wanted to serve them. It doesn’t sound like too big of an act but these
people are older and busy people so just being able to have them seated and pampering them felt
good and we could tell they felt good too. They were aware of the fact that we needed money for our
dresses and some people were so moved by the kindness we showed that they gave us up to $50
when the expectation was about $10 or so. It just went to show that kindness goes a long way and
understanding where other people are coming from makes it easier to serve them. (See evidence #12)
28 Student will describe personal application
of the above theory (Greenleaf)
.
29 Student will show knowledge of the
“Principle Centered Leadership” theory
. by Covey
30 Student will describe personal application
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
Leadership Inventory Revised 08/22/2017 10
32 Student will describe personal application
of the above theory (Deming)
.
33 Student will show knowledge of the
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
34 Student will describe personal application
of the above theory (Sashkin)
.
35 Student will show knowledge of the
“Individuals in Organizations” leadership
. theory by Argyris
36 Student will describe personal application
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
38 Student will describe personal application
of the above theory (Grace)
.
39 Student will show knowledge of the
“Situational Leadership” theory by Hersey
. & Blanchard
40 Student will describe personal application
of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the
“Relational Leadership” model by
. Komives, McMahon & Lucas
42 Student will describe personal application
of the above theory (Komives et al)
.
43 Student will show knowledge of the
concept of constructivism
.
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
46 Student will describe personal application
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the
“Social Change Model of Leadership
. Development” by Astin et al
48 Student will describe personal application
of the above theory (Astin et al)
.
49 Students will demonstrate knowledge of
the “Leadership Identity Development
Leadership Inventory Revised 08/22/2017 11
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
51 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
52 Student will describe personal application
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
54 Student will describe personal application
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of
Charismatic leadership
.
56 Student will describe personal application
of the above theory
.
57 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
58 Student will describe personal application
of the above theory (Fiedler)
.
59 Student will demonstrate knowledge of
Path-Goal theory by House
.
60 Student will describe personal application
of the above theory (House)
.
61 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62 Student will describe personal application
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
63 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
64 Student will describe personal application
of the above theory
.
65 Student will demonstrate knowledge of
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
Leadership Inventory Revised 08/22/2017 12
67 Student will demonstrate knowledge of
Chaos approach to leadership by
. Wheatley
68 Student will describe personal application
of the above theory (Wheatley)
.

Leadership Inventory Revised 08/22/2017 13

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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
71 Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
73 Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
75 Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78 Student will demonstrate personal
application of model(s) of racial identity
. development above
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

Leadership Inventory Revised 08/22/2017 14

 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83 Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
. relationship to leadership
84 Student will demonstrate personal
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)
86 Student will demonstrate knowledge of
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
.
89 Student will demonstrate knowledge of
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
91 Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
. Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93 Student will show knowledge of the
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
95 Student will show knowledge of the
Multicultural Change Intervention Matrix
. (Pope)
96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
Leadership Inventory Revised 08/22/2017 15
97 Student will create a personal code of HDF 190 Social Change Project In HDF 190, I learned many forms of inclusion. My values of love and appreciation of beauty and
inclusive leadership excellence allow me to accept others and be able to serve them however I can. My personal code of
. inclusive leadership is to give everyone a chance and be open minded because everyone has
something to offer. For our social change project, we were stuck between two places to go because
some people in the group wanted to do a beach clean up because of their love for nature but myself
and some others wanted to work with children because we are passionate about them and in the end,
we ended up going to be with the children. We all came to an agreement because all of our personal
codes showed a passion for children and the future. (See evidence #13)

+Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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
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
105 Student will describe personal examples of
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)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
Leadership Inventory Revised 08/22/2017 16
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 AAF 201 College Crusade In AAF 201, we watched many videos and it was on us to actually watch it and take in the information.
active listening techniques to do this we had to actively listen. We would take notes, make flash cards and stay alert during the
. videos. As a College Crusader I had to sit through many speeches and take in a lot of important
information, I paid close attention and sat up straight to make paying attention and actively listening
easier. It isn’t hard to actively listen it just takes staying alert, following along and taking notes if
necessary. (See evidence #14)
110 Student will describe examples of using SPA 104 Campaign In SPA 104, a lot of focus goes into the class and it involves more than just listening to the professor. it
active listening skills is important to follow along and read and repeat. This class showed me that notes and repetition are
. great listening skills and they helped me to perfect my Spanish this semester a lot! Also, when my
mom’s good friend ran for mayor of Providence, my mom made sure I was very much involved and
educated in our local government. Prior to this campaign I didn’t really know what the mayor actually
did or how voting worked. I asked my mom a lot of questions but a lot of this knowledge came from
really listening to what people said and did research on the things they said after. Research was
another skill I learned when it came to active listening. (See evidence #15)
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques UCS 160 Middle School In UCS 160, we had a project which involved our peers critiquing us after we presented. We were told
regarding giving and accepting of feedback to give constructive criticism. not comments like, “this is ugly” and things like that but comments
. like,”you could improve…” This brought me back to middle school when we first learned to give
constructive criticism and how to take it. As kids we were still offended that others didn’t agree that our
work was perfect! We did learn to take others comments in a positive way eventually and see that
there was always room for improvement and taking others suggestions could better our work. (See
evidence #16)
114 Student will describe examples of giving UCS 160 Crusade Presentation After presenting projects in UCS 160 we read the comments on our poster. I remember one comment
and accepting feedback. being, “could have made writing more visible, and I felt like the comment was unnecessary at first but I
. took it as it made things harder to understand because of the way it was written so I took that and
changed it. Another time was at a College Crusade Saturday Club. We would do similar projects and
one of them was to design our ideal universities. Like the UCS project, other groups could share their
thoughts on our projects. One of the posters said, “university located somewhere nice,” I found it clever
Leadership Inventory Revised 08/22/2017 17
 but not specific enough so I left that comment. The group took the feedback and changed the
university location to Barbados. Feedback can help improve others and your own work significantly.
(See evidence #17)
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
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
.
119 Student will demonstrate knowledge of
facilitation techniques
.
120 Student will demonstrate proficiency of
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
123 Student will demonstrate knowledge of
framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of
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
126 Student will describe personal application
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
128 Student will describe personal examples of
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
.
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131 Student will describe personal examples of
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
133 Student will describe personal examples of
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135 Student will describe personal examples of
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective HDF 190 Social Change Project In HDF 190, we were told that we were going to be assigned a group project at the beginning of the
memberships skills in groups semester. We were told to all consider each other’s strengths and see how one can help the other and
. also values that would matter to everyone in choosing what the project should be about. For our social
change project, we all agreed to do our parts which is the most important membership skill a person
can have because just one person not doing their part can ruin the whole project. Another thing is
going into a group with an open mind and knowing that everyone will not think the same way you do
and have the same ideas. Membership skills are very important to have because throughout life you
always deal with different types of people and different groups. (See evidence #18)
137 Student will describe personal examples of
membership skills in use
.
138 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
139 Student will describe personal examples of
using the theory of Challenge and Support
. (Sanford)
140 Student will show knowledge of the
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)
143 Student will describe personal examples of UCS 270 Quisqueya in Action In UCS 270, we went over interviews and how to interview someone. We learned that you should ask
planning and conducting interviews (as the semi-personal questions not about the person’s personal life but about things they value and their code
. interviewer) of ethics. For my dance group we have queens. It doesn’t sound too serious but we take it very
seriously because those are the girls who represent our organization and what we stand for. Since I
have been part of the organization for about 10 years now I recently started to interview girls interested
in being queens. while interviewing it is important to pick up on body language because it can tell you a
lot about them and how bad they want the opportunity presented to them. I look for posture, clear
Leadership Inventory Revised 08/22/2017 19
 speaking, eye contact and a genuine smile. (See evidence #19)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
145 Student will describe personal examples of UCS 270 Cutco Job Interview In UCS 270, we also learned how to respond to interview questions and how to prepare. For example,
preparing for and being interviewed reading up on what you’re applying for and knowing how to describe yourself, your skill set and values.
. For my interview with Cutco which is a knife selling company (pretty interesting right?) I knew that it
was very important for the salesperson to be a people person and to be able to tell the quality of the
knives was very important to them and important for us to tell the customers about. So, at the interview
when I was asked why I wanted to be part of the company I answered that I would love to sell their
high-quality products and that it wouldn’t be a difficult task for me because I can easily start engaging
conversation with people. I got through both interview parts and got the job! (See evidence #20)
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of
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
151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build HDF 190 Social Change Project In HDF 190, we learned that leaders must be the example to members but also include them and not
relationships between leaders and act superior to them. We learned that we should appreciate members and treat them well in order to
. members function properly. For our social change project, we weren’t really the leaders but the members. The
leader was the head of the program, her name was Jan and she made sure we were comfortable and
prepared which is also part of connecting leaders and members.
153 Student will describe personal examples of
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
155 Student will describe personal examples of
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
Leadership Inventory Revised 08/22/2017 20
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

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