LEADERSHIP

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

Name: Kamryn Montague

Date Enrolled: Fall 2018
Date of Graduation: Spring 2024

*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

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (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.
Leadership Inventory Revised 08/22/2017 3
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)
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
 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
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

 Leadership theory and

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

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.

Leadership Inventory Revised 08/22/2017 6

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
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.)
Target class Additional Experiences Descriptive notes regarding learning and practice
URI101 In URI101, I learned about the resources on campus which help me manage emotions. I learned about
these resources through a scavenger hunt across campus with my peers. I learned about the
counseling center, where I could go if I was feeling sad or anxious. I participated in a group counseling
session there, where I learned to control my anxiety through breathing and meditation. In URI101, I
also learned about the academic enhancement center. There, I can get academic help if I am feeling
stressed or overwhelmed about a class. This will control my stress because I am able to practice the
material more often and feel less overwhelmed during midterms and final exams. Both the counseling
center and the academic enhancement center are located in Roosevelt Hall. I also learned about
health services on campus. Health services can see students for both physical and mental wellness. I
can manage my pain by going to health services and getting treated. By learning about these three
resources in URI101, I am able to control and manage my emotions.
SEE EVIDENCE #4
HDF190 COM310 In HDF190, I took the VIA assessment to find my values. My top five are honesty, fairness, love,
leadership, and perspective. These five values reflect who I am as a person and use them on a daily
basis. My top value is honesty. I take responsibility for my actions and try to be as genuine as I can
possibly be. I use this in my every day interactions with friends. I try to be as open and honest as
possible in our discussions. My second top value is fairness. I don’t necessarily treat everyone equally,
but rather with justice and lacking bias. I utilize this as a tour guide. Rather than giving everyone the
same tour, I do my best to give everyone an equal and fair tour in relation to their interests. I will do my
best to cater to their needs and interests. My third top value is love. I value the relationships I have and
keep my circle small because I value quality over quantity. I do my best to stay in contact with those far
away from me and maintain my relationships to the best of my ability. My fourth top value is leadership.
I always am motivating and empowering. I try to maintain good relationships with everyone in the group
and often am the main organizer. For example, within my Disney class, COM310, I was the one
organizing the gift for our professor. I had to take charge by ordering the gift and collecting the money.
My fifth top value is perspective. I look at issues and conflicts from many perspectives to find the best
way to solve the conflict. I also can help others out by looking at their point of view as well as mine.
These five values are prevalent within my life and experiences.
SEE EVIDENCE #8
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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
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
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)
HDF190 In HDF190, my small group had to participate in a project and complete a class presentation and a
reflection paper on our experiences. Our group initially did not know what we wanted to do, as many of
the service projects did not align with everyone’s availability. However, we decided to volunteer and
help at the Be. 5K, a walk/run that raises money for mental health resources and awareness on
campus. This project was the basis to our Social Change Model project. Social change is collaborative,
not simple, and addresses the root of the problem. We started this project by meeting once before the
event to learn more about it as well as divide the work among members. At the event, I participated in
registration while other members participated in decorating. The event was a success and raised over
$2,000 for the Heather Fund. After the event, we divided the paper and presentation among group
members. We met twice despite our varying schedules. While not all members could make both
meetings, I dedicated myself to being there as I felt I was a leader on this team. I wrote part of the
paper, other members presented, and some members created the video. The paper flowed flawlessly
and the presentation was seamless. Overall, leading this project was very successful because we
earned a 92% on our final project.
SEE EVIDENCE #10
HDF190 In HDF190, I took the Gallup StrengthsQuest to determine my top five strengths. They are consistency,
achiever, learner, deliberative, and intellection. All five of these strengths reflect who I am as a person.
Consistency is my top strength. Consistency is the need for routine. In my daily life, I seek routines and
clear rules and expectations to perform at my best. I strive to treat everyone the same and give
transparent procedures for people to follow. My second top strength is achiever. I use my achiever
strength every day by striving to do my best and get the best grades possible on assignments and
tests. I work hard every day and can work on a project for hours without being distracted or bored. I
take great pride in performing well. My achiever strength keeps me productive and pushes me to
always strive for greatness. My third top strength is learner. I came to college to learn and expand my
knowledge. I took a film class last semester even though it wasn’t required for my major. I took it
because of my desire to learn and improve my knowledge. I enjoy the process of learning just as much
excites me as learning the material. My fourth top strength is deliberative. I always take my time
making decisions and weigh out all my options before coming to my final decision. I took a lot of time
and energy deciding if I wanted to accept a job while in college. As a Pharm.D. major, I was not sure if I
wanted to accept my Tour Guide job. After analyzing possible obstacles and outcomes, I decided to
accept the job and it has been one of the best decisions of my life. My fifth top strength is intellection. I
appreciate being able to sit down and have a conversation with depth rather than just talking about the
weather. One particular weakness of being an achiever is that sometimes I participate in too many
Leadership Inventory Revised 08/22/2017 8
 organizations. Sometimes I find myself overbooked which leads to an unhealthy amount of anxiety and
stress. Another weakness of being deliberative is that sometimes I rethink a decision for many days
before I decide. I am not one to go with my “gut feeling”, which means it takes much longer to make a
choice. This isn’t always healthy as I don’t always have all the time in the world to make that decision.
It also can cause a great deal of anxiety and stress as I do overthink these often. However, I feel as if
all five of my strengths reflect me as a person and are very applicable to my everyday life.

SEE EVIDENCE #17

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

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 COM 310 In HDF 190, I learned Robert Greenleaf coined Servant Leadership. Servant leadership is a leadership
“Servant Leadership” theory of leadership theory that puts service first. It is the natural feeling to serve and desire to put service above oneself.
by Greenleaf There are ten characteristics of a servant leader, which are broken into three categories. They are
listening, empathy, awareness, healing, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and building community. Servant characteristic are listening,
empathy, and healing. Leader characteristics are awareness, persuasion, foresight, and
conceptualization. Combined characteristics, which are characteristics from both leader and servant
dimensions, are stewardship, commitment to the growth of people, and building community. Listening
is crucial to servant leadership because it is necessary for the growth of a leader. It also allows them to
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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
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
understand the needs of those they are leading. Empathy allows for the one serving to accept the one
they serve. It is essential to recognize and accept the good intentions of those they are serving.
Healing allows for transformation as a leader. They have the ability to rebuild themselves and
relationships following hurt, whether that be emotional, physical, or spiritual. Awareness allows a
servant leader to assess themselves and creates a deeper understanding in issues of power, ethics,
and values. Persuasion is not about forcing someone to do or accept something against their will.
Rather, in this model persuasion is a more equitable as they seek to convince others rather than use a
dictatorship approach. Conceptualization is thinking beyond reality, and is a crucial part to their ability
to achieve their goals and dreams. Foresight is similar to conceptualization. Foresight is an ability of a
servant leader which enables lessons from the past to work with reality and what is to come.
Stewardship relies on putting the commitment to serve others first, rather than the other way around as
most leader theories do. Commitment to the growth of people is intrinsic and is focused on growing the
people within the organization or business. Building community is creating a community of trust within
the organization. These ten characteristics are important for a servant leader to express and can be
developed through learning and practice.
SEE EVIDENCE #27
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf
Center.
HDF190 Rotaract In HDF190, I gave an informative speech on Robert Greenleaf’s Servant Leadership and gave
Tour Guiding examples of how I have been a servant leader according to Robert Greenleaf’s model. Through
Rotaract on campus, I was able to serve the Rhode Island community by volunteering at a local run. I
volunteered in November 2018 at Mew’s Tavern in Wakefield for their annual 6.9K race. I served by
cheering on runners, being motivation, and directing them where to go. I also did some traffic directing
in the area I was in. I put the needs of the community before myself, as it was a Sunday morning and
the race started at 9am. One of the characteristics of servant leadership I used during the race was
building community. This race raised money for the community and many community members
cheered runners on or ran the race together. I also applied this theory as a tour guide here on campus.
Many of my days are spent training to be a tour guide so I can give back to prospective students who
are interested in URI, as well as the greater URI community. I give students the opportunity to see
campus through my lens. I use characteristics such as persuasion to seek to convince students why
they should attend URI. I work almost every day to explain why I love it here and why they should
attend the university as well.
SEE EVIDENCE #28
Leadership Inventory Revised 08/22/2017 10
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
HDF190 In HDF190, I learned the 4V model of leadership. The 4V model was created by Bill Grace and the 4Vs
stand for values, vision, voice, and virtue. Values are unique to each individual and is the basis of
ethical leadership and the 4V model. Vision allows an individual to plan their actions in reference to
service within reality. Voice is the process of talking out our vision in an honest and persuading way.
Voice should motivate others to serve. Virtue is always trying to do what is right and we become
virtuous by practicing this. These 4Vs mesh together and contribute to furthering the common good.
Internal behaviors and external actions align. Three additional elements that were identified later are
service, polis, and renewal. Service ties vision to values. When values differ in service to others, the
reality of one’s vision is revealed. Polis connects voice to vision in a public doing, such as engaging in
politics by voting. Renewal connects voice to values because voice can be expressed in many ways.
Renewal also should allow one to step back from action regularly and make changes regarding one’s
voice and vision. I have applied this theory in my leadership crest created in HDF190.
SEE EVIDENCE #37
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
HDF190 In HDF190, I created my own personal leadership crest. The leadership crest is based of the “4 Vs”
theory of leadership. My five values are honesty, fairness, love, leadership, and perspective. My vision
statement is to treat everyone equally, be completely honest, and always have an open mind. This
vision reflects my values. My voice statement is ‘others will see that I am accepting of others’. I will use
my voice to express my values and vision. I will do this by speaking out for those who may be unheard.
Those who struggle oftentimes feel as they don’t have a voice. I am going to use mine to encourage
individuals to be respectful and acknowledge others. This could be in the form of being a president in
an organization, participating in a rally or march, or just being an advocate for people. I want to be
someone others are able to trust and respect. My virtue of justice reflects my values, vision, and voice.
My virtue of justice is why I treat everyone equally and honestly. My voice allows me to express my
feelings and virtues.
SEE EVIDENCE #38
HDF 190 In HDF 190, I learned the Relational Leadership model which was invented by Susan R. Komives,
Timothy R. McMahon, and Nance Lucas. There are three basic principles of this model, which are
knowing, being, and doing. In order to comply with the relational leadership model, one must know.
They must understand their own self as well as the other members in the group. They must accept that
not everyone in the group will share the same opinion and views. Examples of knowing are
understanding the community and group processes and having knowledge of world views and power.
To be a relational leader, one must be many things. They must believe in their selves and the members
of their group. An example of being is believing that fairness and equality are important. Another
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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
example is having a positive and optimistic attitude. Lastly, one must do. Doing is acting as a group
member and utilizing individual skill sets. For example, to be inclusive, one must have skills in listening
and engaging in civil disclosure. Beyond the three basic principles, the relational leadership model also
has five main components. These components are empowering, inclusive, purposeful, ethical, and
process-oriented. Empowerment must be not just be for others but also for oneself. It allows for
everyone to be heard and seen as a leader and a participant. Being inclusive is another crucial aspect
of the relational leadership model. Inclusivity is accepting everyone in the group and allowing them to
be heard without judgement. It also means accepting and valuing those who may be of a different
religion, sex, or ethnicity of the leader. Being purposeful is another necessity to the relational
leadership model. Purposeful is having a reason to do an activity and being committed to
accomplishing it. It can be an individual or collaborative activity and often leads to creating a positive
change. Ethical leadership is leading by values. It is based on values and morals and allows the group
participants to relate to the leader in a deeper way. The last component of the relational leadership
model is process oriented. It is building and maintaining a bond within the group by using a specific
process.
SEE EVIDENCE #41
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-72).
HDF190 In HDF190, we learned about the concept of constructivism. Constructivism is a theory about how
people learn based on constructing their own perspectives and experiences. The main concept of
constructivism is that as we learn new ideas or gain knowledge on a topic, our previous beliefs could
change or we could be rational and choose to disregard the information. No matter which side one
chooses, each person is the creator of their own knowledge in the theory of constructivism. To truly
learn, we must constantly explore what we know and reevaluate as needed. Rather than focusing on
what an individual learns, constructivism is focused on the knowledge of how to learn. It looks at the
big ideas and expands down to include all parts rather than just emphasizing basic facts and skills.
Learning and teaching are interactive rather than just authority. Group learning and processes are just
as crucial to success and focus on many types of assessments rather than just testing for correct
answers. Constructivism is a more collaborative and progressive way of learning.
SEE EVIDENCE #43
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
HDF190 In HDF190, we learned about the social change model of leadership. The social change model has
three main components, which are complexity, collaboration, and addressing the root of the problem.
Social change has many dimensions and goes directly to the root of the problem, rather than fixing
something at the surface. Social change happens collaboratively, so people must work together to
achieve it. The social change model has seven values. These values are collaboration, common
purpose, controversy with civility, consciousness of self, congruence, commitment, and citizenship.
Leadership Inventory Revised 08/22/2017 12

48. Student will describe personal application
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)
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
Collaboration, common purpose, and controversy with civility are all group values. Collaboration is
working together, trusting one another, sharing responsibility, and holding each other accountable to
achieve a common goal. It utilizes individual strengths of each team member to come up with the best
possible solution. Having a common purpose is important because everyone has the same vision and
values within the group and thus is more productive. Controversy with civility encourages thoughtful
disagreements within the group. However, they allow for everyone’s voices to be heard within the
group. Congruence, Consciousness of self, and commitment are individual values. Congruence is the
idea that each person is doing what they said they would. It is expecting for everyone to be in tune with
their own values and aligning with those. Consciousness of self is being mindful of individual beliefs
and values. Everyone must be self-aware and be in tune with their emotions. Commitment is the ability
to follow through and put in a good deal of time and emotional involvement. If one person on the team
does not value commitment, then the whole team will fall apart. Citizenship is the single community
value. Citizenship is seeing yourself as a part of something larger. These seven values all work
together to create social change.
SEE EVIDENCE #47
Higher Education Research Institute. (1996). A social change model of leadership development
(Version III). Los Angeles: University of California Los Angeles Higher Education Research Institute.
HDF190 Rotaract In HDF190, I had the opportunity to volunteer at the Be 5K race with my small group. The Be 5K was
held on March 30th on the quad at the University of Rhode Island and the mission was to bring
awareness to mental health issues, break the stigma, and make campus resources known to students.
This was an example of social change because we are fixing the root of the social issue. The 5K was
raising awareness to break the stigmas of mental health and offer resources. Many people that suffer
with mental health do not seek resources in fear that they will be judged. This event was trying to solve
that. It also was a collaborative event. The counseling center, Rotaract, and the Heather Fund all
worked together to put on this event and raise awareness for mental health. This issue is also not
simple. Mental health issues, like all social issues, have many moving parts and solving them in one
event is not feasible. However, with more events similar to this 5K, the stigma can be broken on
campus and it can become a chain reaction. This event focused on the value of citizenship. It was
looking at individuals and understanding how they are a part of a larger group focused on making a
change surrounding the stigma of mental health. We also must be committed to making a change
otherwise nothing will change. I showed commitment in this event by helping out. The Heather Fund
and Counseling Center are committed to offering students help and funding mental health programs on
campus. This event allowed me to apply the Social Change model and help make a difference on
campus.
SEE EVIDENCE #48
Leadership Inventory Revised 08/22/2017 13
 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
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 14

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;

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 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
97. Student will create a personal code of
inclusive leadership
Leadership Inventory Revised 08/22/2017 16
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.)
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.)

Leadership Inventory Revised 08/22/2017 17

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
109. Student will demonstrate knowledge of
active listening techniques
110. Student will describe examples of using
active listening skills
111. Student will demonstrate knowledge of
Target Additional Experiences Descriptive notes regarding learning and practice
class
HDF190 In HDF190, we learned about active listening techniques. Active listening has five main components.
The five main components are encouraging, restating basic ideas, reflecting feelings, clarifying, and
summarizing. Each component has a goal, a process, and what to say. Encouraging’s main goal is to
motivate the person to keep discussing the topic and keep the conversation going. To reach this goal,
one must stay neutral and have a positive outlook. One that is expressing active listening in the
encouraging category could say “I see” or “I understand”. Another category of active listening is
restating basic ideas. The goal of restating basic ideas is to show that you understand what the other
person is saying and make sure your interpretation of what is being said matches the meaning of the
speaker. The process of restating basic ideas includes placing emphasis on facts and restating the
ideas of the speaker. To show active listening, one can say “in other words”. Reflecting feelings is
another active listening technique. The goal is to demonstrate that you empathize with the personal
and help them evaluate and analyze their feelings. To reach this goal, one must keep responses short
and use a tone that reflects the person’s feelings. In response to demonstrate active listening and
reflecting feelings, one can say “it seems you feel…”. Clarifying is another component of active
listening. The goal of clarifying is to help someone see all sides of a problem and retrieve additional
information by inquiring. Verbally, one could say “so in other words…” or “to clarify…”. The last
component of active listening is summarizing. Summarizing brings together ideas and reviews and
continues the discussion. Restatement and reflection of main ideas occur during summarizing. One
can say “to summarize…” or “so you feel this way about…” in response. These five components all
work together for effective active listening.
SEE EVIDENCE #109
Penn State University’s Center for Conflict Management Mediation Handbook Training, 1990
HDF190 Tour Guiding In HDF190, I used active listening skills during our retreat. We broke off into our small groups and
discussed personal topics such as race and sexual orientation. Everyone has different personal
experiences with these and in order to show the utmost respect for my peers, I practiced active
listening. I specifically used encouraging and reflecting feelings. Even if the conversation got
uncomfortable at times, I encouraged the speaker to continue talking by using a positive voice and
vocal inflections such as “uh-huh” to show I was listening. I also used reflecting feelings to empathize
with the speaker. These were heavy topics, so I did my best to understand how my peers felt. I gave in-
depth replies to show I was listening and restated using statements such as “I feel…” to understand
their point of view. I also use active listening as a tour guide. I focus mostly on restating basic ideas,
clarifying, and summarizing. When talking with visitors, I have to show I understand what they are
asking by restating their ideas and emphasizing the facts. I also use clarifying often. I often ask visitors
to repeat a question if I don’t understand and ask for additional information. To get the clarification, I
ask specific questions. I also use summarizing to understand how visitors bring ideas together. I try to
bring together ideas and facts expressed by restating and reflecting them. Active listening is prevalent
in my life and I use it every day.
SEE EVIDENCE #110
Leadership Inventory Revised 08/22/2017 18
 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
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)
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
Leadership Inventory Revised 08/22/2017 19
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).
HDF190 In HDF 190, I learned about the five stages of group development. These stages are forming, storming,
norming, performing, and adjourning. The first stage of group development is forming. This is the stage
where members are not committed to the group and rather just checking everything out. There is no
clear goal or established roles within the group. The next stage of group development is storming. The
storming stage is when cliques and side groups begin to form. There is often a good deal of stress and
anxiety in the storming stage because there is a lack of solving problems, high competition, and
members are looking for power. When the storming stage concludes, the group transitions into the
norming stage. The norming stage is when success within the group occurs. This is the stage where
members of the group begin to trust each other, confidence is high, and the members are all
committed. In this stage, there is a defined purpose and goal determined by the group. The norming
stage then transitions to the fourth stage of group development. The fourth stage is performing. When
groups are performing, all members are motivating and empowering one another. They are very
efficient and take pride in their successes. This stage is when group members are working and
performing at their highest. Following the performing stage, all groups go through an adjourning stage.
This is when groups transition away from each other, usually because they are moving on. The final
assessment takes place and members are recognized. There is often a celebration included for a job
well done. These five stages are seen in all groups, even if they don’t follow this exact order.
SEE EVIDENCE #132
http://salvos.org.au/scribe/sites/2020/files/Resources/Transitions/HANDOUT_-
_Tuckmans_Team_Development_Model.pdf
COM310 In COM310, we applied the group development model into our classroom, even if we didn’t go in the
exact order of Tuckman’s model. We first started in the forming stage at our first class meeting. None
of us really knew each other and there was no trust within the group. In order to get through the
forming stage, our professor had us all participate in a retreat led by the Student Organization
Leadership Consultants. During the retreat, we transitioned into the norming phase. We were building
trust and confidence. Specifically, the activity to get all of us through “lava” using a given number of
safe spots built our trust. We had to rely on each other for help and be confident that they would get us
across safely. We also had to become creative as we had a limited number of spots. One idea we tried
was to sing a Disney song to gain a spot. Together, we sang “Do You Want to Build a Snowman” from
the movie Frozen. This built trust and confidence within the group. At the end of the activity, we all
made it through the lava and were motivated to do well for the rest of our class. Once we got to Disney
World, we began a short storming phase. During our leadership seminar, there were personal attacks
surrounding what leader said what quote. Cliques began to form based on a difference of opinions.
There was anxiety following the disagreement and there was very little problem solving. Certain people
were pushing to be in charge and there was lots of competition. After this seminar and lunch, we
transitioned back into the norming stage. Our afternoon seminar focused on communication. We built
confidence by making cow noises in the middle of EPCOT theme park. We trusted each other and
were creative to all make the noise at the same time. Following these seminars, our group moved into
the performing stage. We were all motivated to do well in our final seminar and we took pride in our
accomplishments. In our cultural success seminar, we worked together and were very efficient. We all
trusted each other and were able to call out things both at Disney World and in URI that may have
needed a change. Our final stage, adjourning, took place when we got back on campus. Our last class
was a final group project applying what we learned to our chosen majors. We watched a video from our
trip and recognized us by giving us each a commemorative sticker and a superlative. We celebrated by
eating pizza. We utilized all five stages within this class.
Leadership Inventory Revised 08/22/2017 20

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
memberships skills in groups
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
SEE EVIDENCE #133
HDF190 In HDF190, I learned about the Challenge and Support theory. This theory was founded in 1966 by
Nevitt Sanford. The basis of this theory is that for growth to occur in an individual, there must be a
balance of challenge and support. The three conditions of this theory are readiness, challenge, and
support. Individuals must show that they are ready to grow and develop before they can follow the
theory. For example, a fourth grader would not be ready to learn calculus. They must be ready to grow.
Too much challenge will frustrate the individual and they will try to escape it. Too little of a challenge
will not encourage growth and development. Too much support can cause an individual to become
dependent and they will not grow as a person. Too little support could cause the individual to become
frustrated and quit the task at hand. Thus, proper balance of challenge and support is needed for
individuals to show growth. This relates to organizations because in order for individuals to be
successful, they all need different levels of challenge and support. For example, if I was leading a
group and noticed an individual on the quiet side and not speaking up much, I would offer them more
support. On the other hand, if I noticed an individual in the group speaking up often, I would challenge
them to maybe allow others to speak. As a leader of an organization, one must understand the group
members and offer a different balance of challenge and support for each individual. This allows for a
more cohesive group and every individual feels worthy.
SEE EVIDENCE #138
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student Development in
College: Theory, Research, and Practive (2nd ed.). San Francisco: Jossey – Bass.
COM100 In COM100, I gave a speech about the opioid crisis in New England. I first chose my topic which was
substance abuse. With the guidance of my professor, I decided to make my informative speech much
more specific by focusing on opioids in New England, rather than just substance abuse. I conducted
hours of research and chose my main three points, which were “introduction to opioids”, “why it is a
crisis, specifically in New England”, and “what can others do to help”. I elaborated on all three points
through subpoints. I began my speech with a statistic about opioid abuse, which led to my thesis and
introduction of my main points. I then expressed my three main points with subpoints. To conclude my
speech, I restated my thesis and gave final thoughts. Elements of my speech included an introduction,
body, and conclusion. My introduction gave listeners an overview about what I was going to talk about,
as well as establish my credibility as a speaker. My body of the speech was broken into three parts.
These were further enhanced with statistics and infographics. The last element was a conclusion. I
restated my points and encouraged students to take a stand. These elements came together in my
speech outline, which I submitted to my professor for a part of my grade. I informed the listeners of the
Leadership Inventory Revised 08/22/2017 21
 opioid crisis and persuaded them to do something about it, whether it is carry naloxone or just give
support to those struggling.

SEE EVIDENCE #140

141. Student will demonstrate proficiency in
informative and persuasive public speaking
COM100 COM310 In COM100, I gave an extemporaneous speech on the opioid crisis in New England. I informed my
HDF190 listeners on opioid and the dangers. I also discussed how one can help with the opioid crisis, whether it
Tour Guiding is carry naloxone or breaking the stigma. This persuaded some students to take action. In COM310, I
gave a presentation about the organizational structure of Starbucks in front of my group. I informed the
listeners about Starbucks and persuaded them to get their coffee from there because a lot of their profit
goes into education and charities, which is something I care a lot about. In HDF190, I gave an
informative speech on Robert K Greenleaf’s Servant Leadership model. I spoke for two minutes about
the basics of his model. I also connected it to my future career as a pharmacist. I informed my peers
about the model. As a tour guide, I give informative speeches to large groups of people while
persuading them to come to URI. I relay facts about the University while walking backwards. I add in
personal stories to enhance the facts and show visitors why I love URI. The facts and personal stories
mesh to persuade prospective students to choose URI as their college of choice.

SEE EVIDENCE #141

142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
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 HDF190 In HDF190, I learned how to maintain accountability in both member to member and member to leader
accountability in leadership / member relationships. This is done through the four agreements. The four agreements are “be impeccable with
relationships your words, don’t take anything personally, don’t make assumptions, and always do your best”. These
were created by Don Miguel Ruiz and based on ancient wisdom. As a leader, I want to be held
accountable by my members. When speaking, I only say what I mean and use my voice to empower
others, not undermine them. If I say something that a member may not think is appropriate, I want them
to approach me. The same goes for me as a leader. I will hold everyone accountable for their words.
Everyone, even leaders, have their off days. With this being said, I will not take anything personally.
Although this is a challenge for me, it is part of being a leader. An individual may say something

Leadership Inventory Revised 08/22/2017 22

 offensive about the group but does not say it with truth. As a leader, I must recognize that everyone’s
needs are different and thus not make assumptions about individuals. I also do not want others to
make assumptions about me. Just because I am a leader does not mean that I have everything put
together perfectly. However, I do want to be seen as trustworthy so I will be as open and honest as
possible as a leader and therefore no assumptions will have to be made. Lastly, always giving my best
is important for individuals to hold me accountable. Even on off days, I still will give all I have in me. I
expect the same from my individuals because it is a mutual agreement. These four agreements will
hold me accountable as a leader and a member.

SEE EVIDENCE #150

151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between 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
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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Leadership Inventory Revised 08/22/2017 24