Inventory HDF

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*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 internship
3 credits or 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication 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
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
Critical Thinking PROGRESS
▪ religious, class, ability, etc. diversity and
▪ Teaching and Programming commonalities
▪ Power, privilege, oppression, liberation;
individual and institutional discrimination

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation 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, School Self-discipline is the idea of setting standards for oneself to achieve a personal goal. For myself I have
organizational, and academic examples of a set goal of maintaining a GPA above 3.5. This standard I have for myself leads to me to make daily
self-discipline decisions based off of it. I try to keep myself as organized as possible in my personal and academic
life so I can make sure I live up to this expectation. I try not to overbook myself so that I can reserve
time for studying for my courses and completing homework.
3. Student will demonstrate the ability to College Managing emotions are a big part of college, they also go hand in hand with stress management. A
manage emotions time I’ve had to manage my emotions this semester is when I got a poor grade on a chemistry exam.
At first I wanted to break down and immediately start crying and doubting myself, but instead I
reviewed the exam and looked at what I did wrong and figured out how to do it the right way so that I
would be better prepared for the next exam. I also went to my teacher to see how I can make up
points in the class so that the grade wouldn’t be too detrimental. Managing my emotions here instead
of acting impulsively let me better prepare for the future in that class.
4. Student will demonstrate knowledge of College Being in college for any major can be extremely stressful trying to manage a social, academic, and
stress management methods work lives. There are all different ways to manage stress. A student can reserve time for self-care
such as tv time, music time, or anything else that makes them happy. Some students even use
stress balls or other types of objects that can be used to relive stress. Managing stress can involve
pausing what you’re doing and taking deep breaths and reevaluating what you’re working on.
5. Student will demonstrate the ability to School Being a PharmD major I always have things due because of the rigorous courses I have to take. At
manage stress times I’ll have exams on the same days which causes me to become very stressed out, especially
even more stressed. When I get stressed out like this I like to just sit back and listen to my favorite
music and play with a stress ball for a good five minutes to regroup. Then, I come up with a plan to
accomplish all the work I have to get done on time.
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 HDF 190 In my HDF 190 class we were instructed to take the VIA values test. This test gave us a series of
statement (Sources = VIA, values questions that then evaluated our responses and told us what our top 5 values were. My top values
clarification exercises, etc.) were fairness, humor, love, social intelligence, and kindness. Love holds the most weight with me out
of the five because I try to treat everyone with love and respect and make sure everyone feels wanted
and included. I believe these values fit me perfectly because these characteristics are very important
to me and I hold them to myself and make sure I act them out in my everyday life each day.
(Evidence: VIA Character Chart)
https://www.viacharacter.org/survey/Surveys/Finished/9282934
9. Student will demonstrate practice of the

personal values statement
10. Student will demonstrate the ability to COM 100 In our COM 100 class this semester we had a group project. Our group was struggling to decide on a
lead a project from start to finish (follow- topic so I suggested a Narragansett Beach cleanup. We all agreed upon it and then we had to divide
through) up who what do what sections of the speech, I helped to delegate this situation and ask people if they
were comfortable handling each section rather than just assigning them. I checked in on everyone’s
progress as we approached our deadline to ensure all the work was being done and that we would get
the best grade possible. Delivering our speech went really well and we received a really good grade!
I was able to help lead this group from beginning to end in order to complete our assignment.
11. Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and North Woods HDF 190 In our HDF 190 class our small groups had to pick a place to make a social change. My group
objectives that were planned and Challenge Course decided to help clean the North Woods Challenge Course just off campus. So, our group sat down
achieved and planned a date for us all to get together and clean the course. It took us weeks to finally find a
day we ‘d all be free, but we figured it out. The day of our clean up, Marina picked us all up and we
headed to the challenge course with the objective of cleaning up all the trash. We ended up being
there about two hours and filling almost two whole bags of trash. So, we were able to organize and
plan an event to achieve a common goal among our group.
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 HDF 190 In my HDF 190 class we had to take the StrengthsQuest test through Gallup to get our top five
Signature Themes, shadow side of leadership strengths. My top five were strategic, achiever, communication, futuristic, and competition. I
Strengths and/or weaknesses, and believe these perfectly fit my personality because I use all of these not only when leading, but in my
examples of application (Source = Gallup)
everyday life with school and work. These strengths mean a lot to me because they show what my
personality is like along with my leadership style. I use the in my everyday life, especially
communication in class and with group projects. 
(StrengthsQuest Results)
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 In HDF 190 we learned about servant leadership. Servant Leadership according to Robert Greenleaf
“Servant Leadership” theory of leadership is leading with the purpose of serving. His definition also includes ten characteristics which include
by Greenleaf commitment to others, empathy, listening, healing, awareness, persuasion, conceptualization,
foresight, stewardship, and building a community. Servant leaders hope that those they assist/lead
grow as a person as a result.
(use speech outline as evidence) 

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28. Student will describe personal application Camp Counselor Job HDF 190 I can use the servant leadership theory in my camp counselor job training. I will need to work with my
of the above theory (Greenleaf) coworkers in order to develop a plan help our kids have the best summer ever while still ensuring they
develop as people. This cooperation with my peers demonstrates the stewardship and building a
community characteristics. I also need to use empathy and listening when working with my coworkers
to make sure we understand each other and get done all the work we have to do.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.

“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 In my HDF 190 class, during out servant leadership unit we discussed the “4 V’s”. This
the “4 V’s” theory of leadership by Grace model falls under the sub category of ethical leadership. The “4 V’s” are value, vision,
(Center for Ethical Leadership)
voice, and virtue. Value is just the values we value at the core of our being, vision is the
ability to picture our goals in helping others, voice is being able to explain our vision to
others and motivating them to act, and virtue is doing what is right and good by trying to
achieve help common good. A leader wants to able to use these “V’s” in order to lead for the
common good. There are also three additional elements involved which are service, polis,
and renewal. Service connects our vision to our values, meaning when our values are tested
by helping others our vision is revealed. Polis connects our voice to our vision, so when we
are using our voice in order to create our vision we are partaking in politics. Renewal
connects our values to our voice, as we use our voice we need to make sure our actions
match our values.
(print notes for evident) 

Center for Ethical Leadership. (2007). The four –v model. Retrieved from http://
www.ethicalleadership.org/philosophies/ethical-leadership
38. Student will describe personal application HDF 190 After discussing the “4 V’s” in our HDF 190 class, we had to fill out a worksheet that told us
of the above theory (Grace) what our value, vision, voice, and virtue are. These results were based on our strengths and
values and we had to come up with out statements for vision and voice. These applications
to my real life really helped me understand myself more and what I really value and want in
life.

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the HDF 190 Relational leadership is the relational process of people coming together to achieve a goal or
“Relational Leadership” model by change for the common good. Those involved are committed to putting others first and
Komives, McMahon & Lucas
making a positive change. This positive change can be a variety of outcomes as long as they
leave a positive effect. The three basic principles of relational leadership are knowing,
being, and doing. These principles basically say that in order to be successful in relational
leadership you must know yourself and others, be caring, ethical, and inclusive, and act in a
responsible way that benefits you and your community positively. There are five main
components of relational leadership: inclusive, empowering, purposeful, ethical, and
process-oriented. Inclusive means to understand the differences in everyone you work with
and still being able to work with them despite this, empowering means using your values
and strengths to empower yourself and others to complete the task at hand, purposeful refers
to having a commitment to the positive change you’re trying to make, ethical is using your
value strengths and standards in your leadership style, and process-oriented refers to the
group involved in the task and how they will work together and recruit others to make a
change. Applying all five of these components to the three main principles allows a leader to
excel in relational leadership and achieve their common goal with others.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A 
Difference. San Francisco: Jossey-Bass. (68-72).
42. Student will describe personal application Lambda Kappa HDF 190 In my HDF 190 class, we discussed Relational Leadership and the different parts of the
of the above theory (Komives et al) Sigma model. Here on campus I’m involved in the pharmacy sorority Lambda Kappa Sigma
(LKS). LKS effectively uses the Relational Model because leadership in our organization is
divided up amongst our executive members. Each member does a good job at following the
Relational Model. They’re inclusive by listen to each sisters’ opinions and ideas, are always
empowering each other and others through support, have a common purpose of creating a
strong and supporting community that works together to achieve common goals, have
ethical bylaws each member must follow in order to remain a part of LKS, and are process-
oriented through events that build sisterhood to create a stronger sense of community among
everyone.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students
What Want to Make A 
Difference. San Francisco: Jossey-Bass. (68-72).

43. Student will show knowledge of the HDF 190 In our HDF 190 class we discussed constructivism. This method discusses how people
concept of constructivism learn. It suggests people learn and construct their own ideas about the world based on
experiences they’ve had and reflections of those experiences. By viewing the world this
way people are the creators of their own knowledge. Those who practice constructivist
learning focus on the how of things and the reflection of experiences they’ve had. A
classroom based of this learning style would be more hands on and active environment.
Students would interact with other students and teachers more often.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching

and learning. Retrieved from http://www.thirteen.org/edonline/concept2class/
constructivism/index.html
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 In our HDF 190 class we discussed the social change model of leadership. The social
“Social Change Model of Leadership change model can be separated into thee categories: group values, individual values, and
Development” by Astin et al
community values. There are also seven subcategories known as the seven C’s:
collaboration, common purpose, controversy with civility, citizenship, consciousness of self,
congruence, and commitment. Collaboration is about working as a group to work towards a
common goal. Common purpose is when a group has a shard vision or goal. Controversy
with civility is when people share their differing opinions, but still listen to others ideas and
respect it. Citizenship is about being a part of a group. Consciousness of self is being
aware of others options and feelings. Congruence is “walking the talk”. Finally,
commitment is a group being able to follow through with their set goal.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco: Jossey-
Bass.

48. Student will describe personal application North Woods HDF 190 My small group was able to demonstrate a personal application of the social change model
of the above theory (Astin et al) Challenge Course by helping to clean up the North Woods Challenge Course. Our group was able to
demonstrate all seven C’s while there. Commitment was shown with us planning on a date
and following through with it. Consciousness of self and congruence were shown through
our personal values and strengths. As we worked together each persons’s different strengths
could be see to help the group achieve our common goal. Controversy with civility means
our group wanted to bring together different groups. The different groups involved at URI
would be able to use the challenge course safely after it had been cleaned up by us, allowing
for more events. Collaboration was demonstrated through us dividing a plan to split into
two smaller groups to clean more effectively. Common purpose was seen with out groups
shared vision of cleaning the challenge course. Lastly, citizenship is seen as we were
individuals coming together as group to serve our community, URI. We wanted to be able
to clean the the course to help other groups and people on the campus.
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)

racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)

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.)
82 Student will demonstrate personal

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)
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

the ally Action Continuum by Griffin &
Harro

92 Student will demonstrate personal
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

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

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

active listening techniques
110. Student will describe examples of using

active listening skills

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 Tuckman’s model describes the cycle of how groups form and accomplish their goal. There are five
of group development (Tuckman/Tuckman stages of group development which include forming, storming, norming, performing, and adjourning.
& Jensen, Bennis or others)
In the forming stage groups the group is still new and members aren’t fully committed yet and there is
no clear plan set. In the storming stage members get to know each other a little more and form
relationships with one another, there is also brainstorming about the goal of the group. During the
norming stage trust is formed throughout the group and some process gets done, also there is more
committeemen from everyone and a clear purpose is established. In the performing stage the
members are all very efficient in what they do, they all work well together and are motivated. Finally, in
the adjourning stage the final goal is achieved and the team celebrates their success.
http://salvos.org.au/scribe/sites/2020/files/Resources/Transitions/HANDOUT_-
_Tuckmans_Team_Development_Model.pdf
133. Student will describe personal examples of Small Group in HDF 190 Our small group that we used all semester in HDF 190 went through all the stages of Tuckman’s
group development in use (Tuckman/ model of group development. First, we were formed during our FLITE retreat and thrown in a group
Tuckman & Jensen, Bennis or others). with a majority of people we didn’t really know and were told this would be our group for the remainder
of the course. The storming process occurred when we were trying to get to know one another, we
were discussing each others life plans and leadership backgrounds. In this stage we also realized
who we really got along with in the group and found our “people”. The norming stage was
demonstrated in April when we began to plan out our group project by working together to achieve a
common goal. The performing stage happened when we presented our group project. We worked
together to present a project that we worked hard on. We all had trust in one another to complete
what had to be done by each person. Finally, adjourning happened when we met one last time
together on the quad to reflect the semester and celebrate all the hard work we did.
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
138. Student will show knowledge of the HDF 190 An even amount of challenge and support is needed in order for something to be done right. If you
Challenge and Support theory by Sanford, give someone too much support they’ll never learn to be independent on the task and too much
and its relationship to organizations challenge can cause frustration and someone to quit. These ideas can connect to the real world in
college. A student given too much support will never learn a concept and if they are given too much
challenge a student will quit the assignment and get frustrated.
Sanford, N. (1962). The American College. New York: Wiley. 

Sanford, N. (1966). Self and Society: Social change and individual development. New York: Atherton

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

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 !4

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Leadership Inventory Revised 08/22/2017 !7

1. Student will demonstrate autonomy and a

6. Student will express a personal code of

7. Student will demonstrate practice of the

Leadership Inventory Revised 08/22/2017 !8

9. Student will demonstrate practice of the

11. Student will describe goals and objective

13. Student will show knowledge of the

14. Student will show application of Maslow’s

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !9

18. Student will describe personal leadership

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !10

(use speech outline as evidence)

29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !11

(print notes for evident)

39. Student will show knowledge of the

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !12

Leadership Inventory Revised 08/22/2017 !13

Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching

44. Students will describe personal examples

45. Student will demonstrate knowledge of

46. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !14

(use speech outline as evidence) 

(print notes for evident) 