Ashlys Inventory

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

Date Enrolled:
Date of Graduation: 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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself Self care
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
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

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,

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
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 HDF 190
statement (Sources = VIA, values
clarification exercises, etc.)
In my Values Statement my five values were honesty, humor,
creativity, love of learning and teamwork. When I saw these
results I was completely confident with them because each one
of them describes me for example honesty is everything and is
one the key parts to live a happy and honest life. Humor is
really important to me because is one of the things that makes
people happy and I love seeing a smile on people’s faces and I
believe I am a creative person because I always want to create
new things and I am a curious person that loves to create
things that is why I want to create my own brand in the future. I
have a huge love for learning that is what keeps me focused in
doing what it is that I have to do because I want to gain
knowledge and learn all that I can to be a successful person.
Teamwork is also important to have good relationships with
your group members and to deliver good results into anything
we are working on. Each of these values I practice every day
and is something that is really important to me.
Source: VIA Values

9. Student will demonstrate practice of the HDF 190
personal values statement
I demonstrated practice on each of my values, the first value that I
showed practice on was honesty today I didn’t want to go out with
my friends because I had too much work to do and instead of not
answering and ignoring their texts I was honest with them and told
them why I couldn’t go and that made me feel way better about
myself. The second value that I practiced was humor, the other day
my brother was having a bad day and he was mad so I decided to go
out with him and I helped him forget about his problems and that
made me feel really happy because I don't like to see people sad. The
third value that I practiced was creativity. Yesterday I broke my
charger and I was creative enough to fix it by putting tape on it and
putting my phone on top of the charger while it was charging. The
fourth value that I practiced was Love of Learning today I was so
tired and I didn’t want to do any work but the love that I have for
learning and achieving my goals made me not think about how tired I
was. The last value is teamwork I demonstrated practice on this value
by doing a project with another scholar even though we can’t do
projects together I found a way of doing the work together in a
creative way.
Source: VIA Values

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 HDF 190
Signature Themes, shadow side of
Strengths and/or weaknesses, and
My Clifton Strengths Assessment Results were that I am a
examples of application (Source = Gallup) learner, Achiever, Restorative, Futuristic, Input. In my opinion
most of my Strengths were good. I love learning because the
process of learning excites me more than the outcome a bad
thing about learning is that if spend too many hours studying
and reading if can give you headaches and you basically don’t
have any time to spend time with your family and friends the
way that I apply this strength is that I manage my time between
studying and spending time for myself and with my family. The
second strength that I have is Achiever I love achieving things
and mastering what I do. I take satisfaction in being busy and
productive. There are too many bad things achieving
something because that keeps your head up and helps you
achieve your goals. Some people think just because they
achieve everything, they put their mind to they are better than
anyone and in my opinion that is not true everyone can achieve
their goals as long they have the right mindset. My third
strength is Restorative. It means that they are good at figuring
out what is wrong and fixing it. I hate the idea that problems will
disappear if they are ignored. I love figuring out things and
solving problems that is why I love a challenge, but being too
restorative is also bad because just because you like problem
solving you may think you can fix everything and don’t give
others the opportunities to help and try to fix things themselves.
My fourth strength is Futuristic. I love to energize others with
my ideas of the future, I think too much about my future and
how it could be and a bad thing about that is that I am so
confused on thinking about the future that sometimes I forget to
live and enjoy the present because the future will come but
when the present is gone it never comes back. My last strength
is Input. I love collecting information and ideas. The bad thing
about this strength is that you might think that just because you
like collecting information and artifacts you might think you are
a detective because you always want to accumulate
information.
Source:
Gallup Strengths Quest
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 I learned about the Greenleaf theory on Servant Leadership and what it means to be a
“Servant Leadership” theory of leadership servant leader and how their primarily concern and the first thing that servent leaders focuses on the
by Greenleaf growth on people and how they help them meet their needs. In my point of view of what I’ve learned
from the Greenleaf theory is that not everyone can be a servant leader, not everybody put they all and
effort into that and to become a servant leader you should give your all and be committed to that.
Source:

Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate
Power & Greatness. Paulist Press, Mawah, NJ.
28. Student will describe personal application HDF 190 My personal thoughts about servant leadership is that servant leadership is
of the above theory (Greenleaf) something hard to do and that you have to put your all into it. In the future I want to
use my knowledge of servant leadership to do something good in the community
even though I don’t see myself becoming a servant leader because it is not easy. I
haven't had any personal application with the servant leadership model but I have
helped people with their problems and am always there when my friends and family
need me and if they need a person to talk to or a person to listen to them that is me.
Listening is one of the characteristics that I always apply whenever I can because I
feel that is really important for other people. That is how I have applied servant
leadership but I look forward to doing more and experience more in the future.
References
Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate

Power & Greatness. Paulist Press, Mawah, NJ.

“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 Ethics are really important. It is always good to have good
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership) behavior and respect other people's beliefs and values. In the
Ethical leadership model, there are four V’s that are based on
Dr. Bill Grace’s research and personal passions around faith
and ethics. The four v’s are Values, Vision, Voice and Virtue.
Each of them has a meaning and a purpose in ethical
leadership.
Source:
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Strategies for Change
/ The Social Change Model of Leadership Development. In Exploring
leadership: For college students who want to make a difference (pp. 435-
462). San Francisco: Jossey-Bass.

of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 HDF 190 In HDF One takeaway that I have from the videos but mostly from
“Relational Leadership” model by
Komives, McMahon & Lucas the reading is the five concepts. That was the thing that I learned the
most from the five concepts that are purposeful, inclusive,
empowering, ethical, process-oriented. These concepts are really
important not only for leaders but for people. I want to be in a new
place with an open mindset and to meet new people and create good
relationships with teachers and scholars than can motivate me to push
myself more. One of my strengths that I believe is going to help
create these relationships is archiver.
190 I learned about the Relational Leadership model. I learned about
the five concepts which are Purposeful, inclusive, empowering,
ethical, process-oriented. Those are the five key elements that can
serve as a responsive approach to leadership. Each of the five
concepts play a role in being a leader. Leadership is all about
relationships.
The first concept is purposeful, being purposeful means having a
commitment to a goal or activity and it is also the ability to
collaborate and to find common ground with others to facilitate
positive changes". (Komives, Lucas & McMahon, 2013 , p.102). I
believe that it is always important to have something to look forward
to and be committed to that gives you a chance to keep moving
forward and to meet all your goals.
The second concept is inclusive, “Being inclusive means valuing and
it means understanding how different groups or individuals work
together and approach issues from different perspectives”.
(Komives, Lucas & McMahon, 2013, p.108).
In my opinion this aspect is really important and it teaches you how
to work with different people from different places and give them the
chance to work together and share thoughts.
The third concept is empowering, “Empowering environments are
learning places in which people expect successes yet know they can
learn from failures of mistakes”. ( Komives, Lucas & McMahon,
2013, p.115)
The fourth concept is ethical. This concept is really important because
it is driven by values and standards and leadership that is good moral
in nature. (p.125) Weather you are a leader or nor ethics is really
important you always have to do the right thing. It doesn't matter if
ethics are established by an individual or an organization, they help
guide a person’s decisions and actions.
Last but not least, concept is process-oriented. This concept is about
staying as a group, it refers to the recruitment and involvement of
members, how the group makes decisions and how they handle tasks
and problems. In my opinion it is always important to have
communication if there is something that you don't like or feel
comfortable with you should always tell your group and the process.
References
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). The Relational
Leadership Model Chapter 3. In Exploring leadership: For college students
who want to make a difference (pp. 93-133). Jossey-Bass.
Sources:

Exploring Leadership for college students who want to make a
difference book.
42. Student will describe personal application HDF 190 HDF 190 I haven't had any personal application with the Relational
of the above theory (Komives et al)
Leadership Model because I didn’t know anything about this
kind of leadership but now that I have the knowledge and of
this leadership, I would love to do something in the future
based on this leadership. I have witnessed this theory with my
professors and tutors and even family because they share the
five components of the relational leadership model that are
Inclusive, Empowering, Purposeful, Ethical, Process-oriented.
For example, some of my strengths and values that connect
with Relational Leadership are achiever that it can be
compared to purposeful etc.
References:
Komives, S.R., Lucas, N., & McMahon, T.R. (2013).Exploring
leadership: For college students who want to make a difference (3rd
Ed.). San Francisco: Jossey-Bass.

concept of constructivism
44. Students will describe personal examples
of implementing constructivism
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 HDF 190 One takeaway that I have from the social change model is that this
“Social Change Model of Leadership
Development” by Astin et al model is all about changes and making the world a better place. There
are seven C’s for change and those are Consciousness of Self,
Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility and Citizenship. These values break in
three different groups which are Group Values, Individual values and
Social/Community values. In my opinion this model is really
important with everything that is going on in the world. This model is
going to help people open their eyes and maybe this model can
encourage people to do better and make a social change and
encourage them to work together to make this world a better place. I
know in the future I want to help with everything I can because I am
all about changes. As I was reading the PowerPoints and the book, I
noticed that the relational leadership model and the social change
model have a lot in common but have differences as well, these two
models both are values-focused, with an emphasis on being ethical
and creating positive change for the greater good. The main
difference between the models is their different focus. The Relational
leadership model involves the components of process and purpose of
being ethical, empowering and inclusive. The Social Change Model
proposes a dynamic interplay between the sets of personal, group, and
societal values. I know that the purpose of this inventory is to show
knowledge of the social change model but I want to compare these
two models to have a better understanding of leadership. I know I
have gain more knowledge from this model, To be honest I don’t
exactly what it is that I want to help out in this future but I know I
have to make a plan of action and pick which social issue I want to
address and change for the better and this is something that I will
have in mind to try to accomplish.
References
Komives, S. R., Lucas, N., & McMahon, T. R. (2013).

Strategies for Change / The Social Change Model of Leadership
Development. In Exploring leadership: For college students
who want to make a difference (pp. 435-462). San Francisco:
Jossey-Bass.
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.

48. Student will describe personal application HDF 190
of the above theory (Astin et al)
I have seen this theory in action a couple of times. The Social Change
Model addresses the root causes of problems and tries to solve those
problems. There are seven C’s for change and those are
Consciousness of Self, Congruence, Commitment, Collaboration,
Common Purpose, Controversy with Civility and Citizenship. I’ve
never really used this theory but I have seen people use it. The way
that I’ve used or seen people use the seven c’s for social change are
for example. Collaboration the way that I have used this value is by
working together with my teammates and sharing responsibilities
another value that I can relate to is Commitment when I am
committed to something I put my best into to deliver the best results I
can and the investment of my time and emotional passion. Another
value that I have seen in action before is Citizenship A friend of my
mom always wanted to bring people together to find a way to make
the community better another value that I have seen is Common
Purpose when a lot of people have the same purpose and are aiming
for the same change that is something that my community was trying
to do when I used to live in Miami. A value that I haven’t seen in
action is Controversy with Civility. Maybe this is something that I
haven’t seen in this kind of way but a lot of people end up having
different opinions about certain topics and that is a normal thing.
Consciousness of Self and Congruence are also two important values
of the Social Change Model.
References:
Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Strategies for

Change / The Social Change Model of Leadership Development. In
Exploring leadership: For college students who want to make a
difference (pp. 435-462). San Francisco: Jossey-Bass.
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
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
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
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership

related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Ashly Tineo

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

2. Student will demonstrate personal,

Source: VIA Values

Leadership Inventory Revised 08/22/2017 7

Source: VIA Values

10. Student will demonstrate the ability to

18. Student will describe personal leadership

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 10

Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate

29. Student will show knowledge of the

38. Student will describe personal application

Leadership Inventory Revised 08/22/2017 13

43. Student will show knowledge of the

Komives, S. R., Lucas, N., & McMahon, T. R. (2013).

Higher Education Research Institute. (1996). A social change

Leadership Inventory Revised 08/22/2017 15

Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Strategies for

49. Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 23

Leadership Inventory Revised 08/22/2017 24

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