LEADERSHIP

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

Name: Greyson Ebneter

Date Enrolled: March 2020 (start fall 2020)
Date of Graduation: July 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.
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 Class options Notes

Element

Introductory HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits 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
3 credits or 120 hours of documented internship experience for graded credit
Experience through Office of Experiential Learning &
Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
 Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
or Offered in the fall and spring with Dr. Cooper
BUS 441: Leadership Skills Development
or
Must be in Honors or have GPA of 3.3
HPR 411/412: Honors Senior Seminar

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
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation
(capstone option)
BUS 443: Organizational Design &
Change
BUS 448: International Dimensions of
Business
BUS 449: Entrepreneurship
COM 100: Communication
Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of
Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business &
the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social
Influence
COM 402: Leadership and Motivation
(capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal
Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational
Communication
COM 461/462: Managing Cultural
Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s
Studies
GWS 310: Race, Class, Sexuality in
Women’s Lives
GWS 350: International Women’s
Issues
HDF 190: First‐Year Leaders Inspired
to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues
(introductory course option)
HDF 291: Rose Butler Browne
Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, &
Alternative Leadership (capstone
option)
HDF 413: Student Organization
Leadership Consulting
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
 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:

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 Targ Addition Descriptive notes regarding learning and practice
et al
class Experie
nces

1. Student N/A Senior Autonomy is important because it enables and

will Vice paves way for individuality—for new and improved,
demonstr Preside for innovation, etc. While one must respect
ate nt – guidelines that ensure productivity, my view is that
autonom Delta as long as the job is done correctly, one should be
y and a Sigma able to put their own spin on things without worrying
minimize Pi about micromanagement or consequences. This
d need outlook of mine developed during my first semester
for of being the Senior Vice President of Delta Sigma
approval Pi, URI’s professional business fraternity. While we
are a ‘professional’ fraternity, I wanted to
incorporate as much fun as possible into the
recruitment process (which I was in charge of) as
well as chances for our potential new members to
see that we were genuine people, who yes, care for
our careers greatly, but at the same time loved
spending time with one another, goofing around
(when appropriate), and getting to know one
another personally as well as professionally. I
wanted to put my own fun spin on my position
because I knew that would attract our potential new
members and get them excited and passionate
about our fraternity. I did just that, while successfully
obtaining almost 50 recruitment event sign ups and
recruiting 19 new pledges, a very high number for a
single semester. The individuals we recruited are
energetic, passionate, and excited to be involved in
our organization, and I credit a good portion of that
to the fact that our recruitment events and pledge
process were more engaging, fun, and exciting than
they traditionally are. Despite my success and
positive feedback from most of our organization,
including my president and other members of the
executive board, a handful of retired exec. members
nearing graduation did not feel the same about my
approach, calling it “unprofessional” and “too loose.”
While I respect and understand these claims, those
who elected me into my position knew me very well
as a person, specifically my fun and uplifting nature,
and I explained in my campaign speech that I
wanted to try this approach. This, paired with my
success and overall extremely positive feedback
from the rest of the group instilled in my mind the
importance of a minimized need for approval. I
know that everyone might not always agree with
me, but If I stay true to myself and respect the
justified guidelines in place, the potential for an
even better product/outcome comes to the surface.
2. Student All Tour The mind can be a very tricky thing. The analogy of
will class Guide / the ‘devil on one shoulder and the angel on the
demonstr es Tour other’ often proves to be true, as we must power
ate take Guide through the temptation to do easy, unproductive, or
personal, n Training lazy things instead of the more difficult but more
organizat Sprin , productive overall choices. Avoiding this temptation
ional, g Launch is the practice of self-discipline. I have had to work
and 2021 Lab extremely hard to develop productive self-discipline
academi sem Work – skills throughout not only my college career but my
c ester Director entire life thus far as a whole. Personally, a big part
example in of of developing self discipline skills has been
s of gene Student enhancing my ability to self reflect. Throughout my
self-disci ral Outreac life, more specifically my adolescence, I found
pline h, Delta myself making the same mistakes over and over
Sigma again in terms of my relationships and friendships. I
Pi – would often get into arguments with my friends that
Senior through past experiences I should have known how
Vice to avoid. with my relationships, I struggled for a long
Preside time with the fact that I am gay, and instead of being
nt true to myself I would conform and sometimes even
unknowingly suppress my sexuality just to do or be
what I thought would please those around me rather
than myself. Now this might sound strange, being
that for so long being gay was looked at as being a
temptation while conforming would be looked at as
self discipline. but I feel that now we live in an age
where that is no longer the case. in my case, I had
to power through my temptation of being ‘normal’
and instead be true to myself. I had to have honest
conversations with myself and the girlfriends I had
throughout the years, which may have been
extremely difficult at the time, but having the self
discipline to come out despite the fact that it would
be easier not to led me to an overall happier life that
I can honestly say that I love and feel true/confident
in. As for organizationally and academically, given
that I am a full time student I feel the two go hand in
hand. Academics are a significant part of my life
and my daily routine and it takes a mass amount of
self discipline to balance my academics with the
extracurriculars and other components of my life. A
significant part of this self-discipline is time
management. On an organizational basis, writing
things down in a planner allowed me to stay
organized and aware of what I needed to
accomplish. I make sure to keep a planner with all
of my tasks and with each task I complete, I cross it
out in the planner or indicate that it was complete.
The act of crossing out what I had before been
stressing out was almost like a mini reward to
myself, and not only did this help with stress
management, but it helped me to stay motivated as
well. Keeping things written down reminds me of the
priorities I have and these reminders help me avoid
the temptation to procrastinate or ditch my work to
go do something more fun. Likewise, my planner
also allows me to indicate what I want to get done
on a given day academically. Doing so allows me to
cut myself off from getting overindulged in my
school work and maintain a balance between
academic life and the rest of my life. The
self-discipline that I practice on an everyday basis is
crucial not only to my success but to my quality of
life as well.
3. Student COM Group This semester, within my COM 321G class came
will 321 Project lots of collaboration and group work. In one project
demonstr G Within that I worked on, we were separated into groups of
ate the this five and we had to create individual components of
ability to class, a presentation—each receiving both an individual
manage unbalan grade and a group grade, and each of these being
emotions ced worth 10% of our final grade for the course. We
work-eff were given ample amount of time to complete this
ort project and as a group, we decided that before our
among presentation we would meet on zoom the day prior
group with each of our individual components complete to
member do a run through of the presentation and put it all
s in together to flow smoothly. When this time came, two
group members of the group had nothing prepared and
projects didn’t even do any research regarding their portion
in of the presentation. This was very frustrating
general. because of the weight of the grade and because our
presentation was the next day, and with this came
an influx of negative emotions. I remember myself
trying extremely hard to judge the situation at hand
and not the characters of the group members who
weren’t holding up their end, but this was much
easier said than done. Not only that, but something
needed to be said in order to ensure the completion
of the project would occur in time. Given my
emotional state, I felt myself almost letting these
feelings get the best of me and expressing my
distaste to the group members. But I instead gave
myself a few minutes, let myself process the
emotions I was feeling and let them take their
course, until I was able to calmly explain how I felt
about the situation and also explain the importance
that the project was completed. I was proud of
myself for controlling my anger towards the situation
and speaking calmly and truly getting my point
across productively instead of angrily lead the group
members to put in at least some of the work they
were supposed to, so the project was complete for
our presentation time.
4. Student All Balanci Stress is a cornerstone of life. It is arguably the
will cour ng Tour most shared feeling among all people in the world,
demonstr ses Guide / as no matter your life path, lifestyle or practices, one
ate seco Tour is almost destined to feel stressed at certain points.
knowledg nd Guide It is also extremely easy to let stress get the best of
e of sem Training you, prohibiting your maximum potential in whatever
stress ester , you are embarking on. Because of this, stress
manage of Launch management is extremely important. This semester,
ment first Lab I took it upon myself to research some methods to
methods year. Work – manage my stress, and they were extremely eye
Director opening and uplifting to me. A source that I found
of on how to cope with stress and anxiety, and they
Student guided me through the following tactics that really
Outreac stoof out to me…The first coping mechanism for
h, Delta managing stress/anxiety is remembering to breathe.
Sigma This was a big one for me. When you feel stress
Pi – taking over in your mind, something that can help is
Senior slowing your breathing and taking it moment by
Vice moment to calm yourself down and clear your mind.
Preside This allows you to collect yourself and your thoughts
nt and give yourself an uncrowded and
un-overwhelmed mind to take on each individual
task at hand. Another tactic that stood out to me
was the process of ‘questioning your thought
pattern.’ When you feel yourself becoming
overwhelmed, it is helpful to nit-pick what is
stressing you out. Remind yourself that you are
capable and question why these things are even
messing with your mind. And finally, the third tactic
that this source provided that I found particularly
useful was the idea of writing down the thoughts in
your mind. Doing so helps you organize what you
need to do, what is stressing you out, and can go
extremely far in managing stress. The three of these
things and more paired though are what truly helps
the most. Challenging your stressors, breathing
through the feelings of anxiety, being overwhelmed
and stressed, etc. are what truly allows students to
see that stress is a mixture of different worries, and
that standing alone, these worries are not as big as
they feel. Writing everything down and making
checklists allows people to take things on one at a
time. Taking on tasks with a clear and
un-overwhelmed mind maximizes potential and
diminishes the impact stress can have on
performance and overall quality of life.

Reference

Anxiety. (n.d.). Retrieved April 20, 2021, from

https://www.defeatsuicide.com/anxiety?gclid=Cj0KCQj
w1PSDBhDbARIsAPeTqrejKnLFXeGnwLvJcOG
SNUoQ88GqbtpID4F_4Mor5BsG2JKOQXbwoscaAkO
LEALw_wcB
5. Student All Balanci This semester, I took on a lot more than I had last
will cour ng Tour semester. Not only were my classes significantly
demonstr ses Guide / more difficult overall, but I got way more involved on
ate the seco Tour campus than I had been in that the things I signed
ability to nd Guide up for last semester were in full force come this
manage sem Training spring, and I would be lying if I said It wasn’t a lot to
stress ester , handle at times. This semester alone, I began a job
of Launch as the Director of Student Outreach for our school’s
first Lab Launch Lab, I began my position as the Senior Vice
year. Work – President of my fraternity, Delta Sigma Pi, and I also
Director began Tour Guide Training. All three of these things
of were things that I signed on to do last semester, so I
Student knew what was coming, but obviously I did not fully
Outreac understand the magnitude of this work-load
h, Delta (involvement and classes together) at the time. This
Sigma semester, things picked up immediately and with
Pi – this pickup in my schedule came the immediate
Senior onset of stress and the feeling of being
Vice overwhelmed. This is exactly when I turned to
Preside seeking anxiety and stress management methods,
nt as I mentioned above. Nipping my own stress in the
bud and following through with the stress
management techniques that I acquired saved me
this semester, and I know practicing these methods
early on will benefit me heavily in my future
endeavors. In times where I felt stressed, I was sure
to not only practice breathing exercises, but I
actually learned to incorporate counting into my
breathing, helping with the tempo and steadiness of
my breathing rate. Simultaneously to my breathing,
after I got myself to a calm enough state, I would
talk myself through what was overwhelming me.
Thinking of each task as an individual task rather
than one part of the mass of tasks I had to complete
allowed me to put the correct amount of effort into
each one rather than only some due to my mind
being occupied by what else I had to complete. The
biggest help I found though, was writing things
down. Writing things down in a planner—writing
down the thoughts of everything I needed to
 complete with their corresponding deadlines—truly
allowed me to overcome my stress. I kept a planner
with all of my tasks and with each task I completed,
I would cross it out in the planner or indicate that it
was complete. The act of crossing out what I had
before been stressing out was almost like a mini
reward to myself, and not only did this help with
stress management, but it helped me to stay
motivated as well.

Reference

Anxiety. (n.d.). Retrieved April 20, 2021, from

https://www.defeatsuicide.com/anxiety?gclid=Cj0KCQj
w1PSDBhDbARIsAPeTqrejKnLFXeGnwLvJcOG
SNUoQ88GqbtpID4F_4Mor5BsG2JKOQXbwoscaAkO
LEALw_wcB

6. Student
will
express
a
personal
code of
leadershi
p/
members
hip ethics

7. Student
will
demonstr
ate
practice
of the
personal
code of
ethics
8. Student HDF Tour When viewing my personal values statement from
will - 190 Guide / VIA, I wasn’t surprised to see that my top 5 values
express Tour were what they were listed as. My first personal
a Guide value was love, which doesn’t surprise me because
personal Training love has always been of utmost priority to me,
values , regardless of a platonic or romantic form. I consider
statemen Launch it to be a cornerstone of my persona. Second, I
t Lab received curiosity. At first I had trouble
(Sources Work – contextualizing this, but after a few moments I was
= VIA, Director able to link this value to many of my day to day
values of actions, such as my love for cars and curiosity of all
clarificati Student of their features and newly released models. Third,
on Outreac it came as no surprise to me that social intelligence
exercises h, Delta was on my top 5 list. I consider myself to be a very
, etc.) Sigma socially aware person. I feel like I can always read
Pi – people and situations very accurately, and in the
Senior event that I misread a person or situation, I easily
Vice and quickly bounce back. Finally, my last two in my
Preside top 5 were leadership and perspective. I find it
nt striking that I received the two in this order, because
I think they go hand in hand. I have always held the
opinion that being a good leader requires a
substantial effort to truly understand the perspective
of those you are leading. The only thing that
surprised me within my results was that Empathy
was not in my top 5, because I consider myself to
be an extremely empathetic person. Otherwise
though, I was pleased and in agreement with my
results. I can honestly say that I am proud of them.

Resources

VIA character Strengths Survey & character

reports. (n.d.). Retrieved April 21, 2021, from
https://www.viacharacter.org/
9. Student
will
demonstr
ate
practice
of the
personal
values
statemen
t

1 Student HDF- Tour The project of Tour guide training was a significant
0. will 190 Guiding/ ordeal, to say the least. It was the most time
demonstr Tour consuming activity that I embarked on this
ate the Guide semester, and it took the most effort out everything I
ability to Training did as well. Due to the demand of this process, with
lead a each training class comes people who do not make
project it all the way through. I have two close friends to
from start stopped the training process despite wanting to be
to finish a tour guide simply because it was too much work. I
(follow-th view Tour Guide training as a project because it is
rough) set up in stages, and you need to work diligently to
build your tour, learn all of the knowledge necessary
to even be able to give a tour, and you need to work
through each of the stages of training to achieve
your final product—your very own tour and a
position as an official tour guide. When first starting
out in training, it was not only overwhelming to hear
about everything we needed to do and learn in such
a short period of time of just a couple months (this
was little time for the amount of work/learning), but it
was also discouraging to know that I was in just the
early stages of such a long and demanding
process. Despite this, though, I powered through. I
organized my time and my priorities to make sure
that I was able to follow through with training,
always be fully prepared for my mock tours
(checkups for tour guide trainees), and also do so to
the best of my ability and upmost passion for this
school. With my hard work and follow-through
 abilities, I became an official tour guide with full
success. My efforts even landed me special
recognition throughout the training process such as
‘New Tour Guide of the week,’ as well as recognition
from my trainers. I am now an official tour guide with
my own, personalized tour that I know will allow
prospective students who visit this school to
understand everything URI has to offer. My tour
guide training experience/my success in becoming
an official tour guide overall is one of the things I am
most proud of in my life thus far. While I might not
be the ‘leader’ of the tour guide team, I was the
leader of my own process and my own tour
(learning and crafting it together)—my ‘project.’ This
process has truly showed me just how capable I am
in following through with projects, and my success
and follow through will motivate me to complete and
stick with my future endeavors.

1 Student
1. will
describe
goals
and
objective
statemen
ts
regarding
personal
issues,
career
issues,
and
communi
ty issues

1 Student
2. will show
evidence
of goals
 and
objective
s that
were
planned
and
achieved

1 Student
3. will show
knowledg
e of the
“Hierarch
y of
Needs”
theory by
Maslow

1 Student
4. will show
applicatio
n of
Maslow’s
theory to
own life

1 Student
5. will show
knowledg
e of the
theory of
Superlea
dership
by Manz
& Sims

1 Student
6. will show
applicatio
n of
Manz &
 Sim’s
theory to
own life

1 Student HDF Tour My StrengthQuest signature themes were as

7. will - 190 Guide / follows: communication, connectedness, achiever,
describe Tour woo, and finally, positivity. These outcomes did not
Strength Guide surprise me, as I can apply each of them into
sQuest Training context of my everyday life. For example,
Signatur , communication is something I specifically excel at,
e Launch so it was no surprise to me that it was first on my
Themes, Lab list. I am specifically good at expressing my
shadow Work – emotions and listening to what others have to say.
side of Director And while I can contextualize each of these traits,
Strength of the one that stands out to me the most is the ‘woo’
s and/or Student aspect of myself. I feel like I have a type of
weaknes Outreac personality that draws people to me—it naturally
ses, and h, Delta establishes credibility and I have been told I carry
example Sigma myself in an extremely charismatic way. Overall, I
s of Pi – was pleased with my top 5 results. But one respect
applicatio Senior that I agree needs improvement is my ability to be a
n Vice learner. I have always had to put extra effort into
(Source Preside learning from my mistakes and reflecting those
= Gallup) nt lessons into my experiences of present or my
future. For example, if I experience a relationship
gone south, in the past it has taken me so much
time to finally look back and reflect on what went
wrong, where I could have saved myself so much
trouble had I thought about the lessons I had
learned either from that relationship or from similar
experiences/lessons prior to it. While the Gallup test
was a reminder of this negative trait, I am fully
aware that this needs to be an area of improvement
for me, not only to become a better person mentally,
but to become a better leader as well. A crucial part
of being an effective leader is learning from your
mistakes/reflecting on the outcomes of past
decisions. I look forward to improving this part of
myself as time progresses.
 Resources:

Gallup, I. (2021, April 14). CliftonStrengths.

Retrieved April 21, 2021, from
https://www.gallup.com/cliftonstrengths/en/2
52137/home.aspx

1 Student
8. will
describe
personal
leadershi
p style
and/or
personali
ty style
including
strengths
and
weaknes
ses and
example
s of
applicatio
n
(Sources
=
Leadersh
ip style
inventori
es, the
L.P.I.,
Type
Focus
(MBTI),
LAMP,
DISC,
and other
career
 inventori
es, etc.)
Outcome Category: Leadership Theories
Outcome Tar Additi Descriptive notes regarding learning and practice
get onal
clas Experi
s ences

19 Student
. will
show
knowled
ge of the
“Authorit
y and
Bureauc
racy”
theory of
leadersh
ip
Weber

20 Student
. will
describe
personal
applicati
on of the
above
theory
(Weber)

21 Student
. will
show
knowled
ge of the
“Scientifi
c
Manage
 ment”
theory of
leadersh
ip by
Taylor

22 Student
. will
describe
personal
applicati
on of the
above
theory
(Taylor)

23 Student
. will
show
knowled
ge of the
“Manag
ement
by
Objectiv
es”
theory of
leadersh
ip by
Drucker

24 Student
. will
describe
personal
applicati
on of the
above
theory
 (Drucker
)

25 Student
. will
show
knowled
ge of
“Theory
X and
Theory
Y”
theory of
leadersh
ip by
MacGre
gor

26 Student
. will
describe
personal
applicati
on of the
above
theory
(MacGre
gor)
27 Student HD Tour
. will F- Guide A servant leader is one who priorities the people
show 190 / Tour they are leading over the fact that they are a
knowled Guide leader at all. The author of my source refers to
ge of the Trainin this as “Putting people ahead of the power”
“Servant g, (Correlli, 2019). The servant leadership model
Leaders Launc holds ten different aspects of leadership that it
hip” h Lab considers crucial to a productive and effective
theory of Work leader. They include the following…Listening is
leadersh – the first of these components, which focuses on
ip by Direct giving each voice and opinion of your
Greenle or of teammates fair and equal validity and attention.
af Stude Next come empathy and healing, which I believe
nt go hand in hand. Empathy encompasses the idea
Outrea of being aware of your team’s strong and weak
ch, points alike, and addressing and working with
Delta them accordingly. You must be able to put
Sigma yourself in the shoes of those you lead, and that
Pi – is also where healing comes in, which handles
Senior how to properly understand people’s past
Vice experiences and understand that they have lives
Presid outside of the work place. The servant leadership
ent model also includes self-awareness, persuasion,
and conceptualization (having a plan and clear
model of where your organization is going). A
servant leader also possesses foresight, which is
the ability to learn from experiences or mistakes
of before, as well as stewardship, which actually
stood out to me as a concept of S.L. It suggests
that productive leaders take ownership of the
entire team’s actions, whether they be wins or
losses. Finally, servant leaders must be
committed to the growth of the people they lead,
which in turn builds community. When the
group of people you are leading grow as
individuals, they will be able to grow as a
community, ultimately increasing productivity
and the team’s ability to work together.
 Reference

Correlli, J. (2019, October 31). The 10 principles of

servant LEADERSHIP: TEAMGANTT.
Retrieved March 16, 2021, from
https://www.teamgantt.com/blog/servant-leaders
hip
28 Student N/A Launc Throughout my experience as the Director of Student
. will h Lab Outreach for our school’s Launch Lab and the Senior
describe – Vice Presdident of Delta Sigma Pi thus far, not only
personal Direct have I been able to apply Servant Leadership into my
applicati or of own work, but I am constantly surrounded by it as well.
on of the Stude In my role as DSP Senior Vice President I thrive in
above nt practicing self awareness. I pride myself on the fact
theory Outrea that I am always one to take accountability for my
(Greenle ch, actions, even and almost especially when they are
af) Senior mistakes/negative. Part of the SVP position is being in
Vice charge of recruitment. And obviously, running
Presid recruitment on zoom came with its own fair share of
ent – issues and setbacks. With this, whenever a mistake
Delta with a zoom room or any sort of technical difficulty
Sigma would occur, I would take full responsibility for it and do
Pi what I could to solve the issue, giving our potential
new members and current brothers the best
experience possible despite said setbacks. I prioritize
this so much because self-awareness is something
other leaders in my life practice heavily, such as those
who work with and above me in the Launch Lab as
well. Surrounding myself with these servant-natured
leaders has opened up doors to not only learn from
these morals and leadership practices, but it has
allowed me to practice them myself within the
organization as well. In embarking on my outreach
tactics within the Launch Lab, I practiced extremely
listening tactics in consulting all members of my team
to get a sense for everyone’s opinion and gain different
marketing perspectives to enhance the effectiveness
of the marketing tools I produced. In addition, I
capitalized on the empathy aspect of the Servant
Leadership Model and put myself in the shoes of URI
students who would be willing to get involved with the
Launch Lab but do not have an idea at hand to come
into it with. One of our problems as an organization is
getting students to come to us and get involved with
the Launch Lab. In considering what might get more
students to do so, I was able to think of and begin
developing a pathway program that would allow
 students to come into the Launch Lab without an idea
for a small business in mind and simply learn about
entrepreneurship, working with our soft wares,
obtaining certification/something to put on a resume
(extremely appealing to college students). It was so
incredibly rewarding to learn about Servant Leadership
in HDF-190 and them actually be able to implement
into my own organizations so naturally.

Reference

Correlli, J. (2019, October 31). The 10 principles of

servant LEADERSHIP: TEAMGANTT.
Retrieved March 16, 2021, from
https://www.teamgantt.com/blog/servant-leaders
hip

29 Student
. will
show
knowled
ge of the
“Principl
e
Centere
d
Leaders
hip”
theory
by
Covey

30 Student
. will
describe
personal
applicati
on of the
above
 theory
(Covey)

31 Student
. will
show
knowled
ge of the
“14
Points /
TQM”
theory of
leadersh
ip by
Deming

32 Student
. will
describe
personal
applicati
on of the
above
theory
(Deming
)

33 Student
. will
show
knowled
ge of the
“Visionar
y
Leaders
hip”
(now
often
cited as
“Transfo
 rmationa
l
Leaders
hip”)
theory
by
Sashkin

34 Student
. will
describe
personal
applicati
on of the
above
theory
(Sashkin
)

35 Student
. will
show
knowled
ge of the
“Individu
als in
Organiz
ations”
leadersh
ip theory
by
Argyris

36 Student
. will
describe
personal
applicati
on of the
above
 theory
(Argyris)

37 Student
. s will
demonst
rate
knowled
ge of the
“4 V’s”
theory of
leadersh
ip by
Grace
(Center
for
Ethical
Leaders
hip)

38 Student
. will
describe
personal
applicati
on of the
above
theory
(Grace)

39 Student
. will
show
knowled
ge of the
“Situatio
nal
Leaders
hip”
theory
 by
Hersey
&
Blancha
rd

40 Student
. will
describe
personal
applicati
on of the
above
theory
(Hersey
&
Blancha
rd)
41 Student HD Tour Based on the article on BaltimoreMediation.com, I can
. will F-1 Guide conclude the following on the concept and model of
show 90 / Tour Relational Leadership…It is a common mistake and
knowled Guide misconception in terms of the concept of leadership
ge of the Trainin that being a good leader is as simply as being able to
“Relatio g, effectively boss people around. The idea of ‘Relational
nal Launc Leadership’ and all it entails expresses against this
Leaders h Lab misunderstanding, emphasizing the importance of
hip” Work collaboration among those striving for a common goal.
model – The Relational Leadership Model stresses the
by Direct importance of working together, and does this in
Komives or of breaking the concept of relational leadership up into
, Stude five main sub-concepts. The first of these parts is the
McMaho nt concept of inclusion. Under this aspect of relational
n& Outrea leadership, the said leader works tirelessly to include
Lucas ch, all parties involved in something, as well as what they
Delta bring to the table. And this goes so far beyond just
Sigma doing it because they ‘have to,’ but instead involves a
Pi – genuine belief in the equal value of what each member
Senior of the team or party involved has to say or offer. The
Vice next cornerstone concept of relational leadership is
Presid empowerment, which means leaders must make an
ent extreme amount of effort to empower or uplift those
they are leading. They need to feel that they have an
impact on not only the common final product, but on
the decisions made of the group. Up next comes the
concept of purposefulness, which indicates that a
leader has specific and driven goals in mind for their
time in the position. Not only that, but these goals must
be connected to and include the help and personal
goals of those who work under the said leader. The
next sub-concept of relational leadership
encompasses ethical behavior, which ultimately means
that the actions and choices of a leader should be
morally acceptable, and morals should be the #1
motivator of the decision making process of a leader.
Finally, and lastly in the relational leadership model,
leaders should be ‘process oriented,’ meaning the
leader should be heavily invested and interested in
how the group they are leading operates as a unit or
as a team. They need to establish the headspace that
the process of the unit they are leading is crucial to the
outcome or final product, and that it wouldn’t be the
same without this process.

Reference

- The 5 components of the Relational

leadership style of leading. (2018, November
30). Retrieved March 02, 2021, from
https://www.baltimoremediation.com/5-compone
nts-relational-leadership-style-leading/
42 Student N/A Launch My time in the Launch Lab has allowed me to
. will Lab participate in and witness first hand a perfect example
describe of Relational Leadership here in our URI community. In
personal working for this organization, I’ve seen a significant
applicati amount of inclusion, purposefulness, and
on of the process-orientation, empowerment, and ethical
above behavior practiced within the group and from our
theory student leader, Ben (The 5 Components…). I joined
(Komive the Launch Lab team at the beginning of the 2021
s et al) spring semester. The first thing I noticed was the
inclusion that takes place within the organization.
When planning events or making decisions, Ben
includes the input of all group members and consults
with everyone first. We have weekly meetings where
we are all able to discuss our different ideas and input
on other people’s ideas, and each members’
perspective and views carry genuine weight within our
group. Additionally, Ben displays a significant amount
of purpose within his actions as a Launch Lab leader.
He has direct goals for the Launch Lab and puts an
extremely careful amount of thought into how we will
execute these goals as a team, not as individuals. Ben
also uses these meetings to set a common ground
within all of the employees and ambassadors of the
Launch Lab. Also catering to Ben’s process orientation
and empowerment, these meetings are a consistent
place where Ben discusses our goals and reminds
each and every member of the team of their individual
importance to that common goal in going over their
progress, providing advice, and encouraging
groupwork/collaboration, etc. When our team has an
upcoming event, each one of us does a part in
prepping for and designing each event, and when we
have issues such as a lack of attendance sign-ups or
participants, we meet again as a group and discuss
different problem solving approaches. And finally, the
entire Launch Lab team is trained to practice ethical
behavior throughout not only our meetings, but is
encouraged to do so throughout all of our other
endeavors as well. We approach our events on the
 basis of fairness, giving each presenter in our
Open-Mic-Nights an equal amount of speaking time as
well as completely un-bias feedback. In addition, we as
workers are respectfully held accountable for our work
hours, but not in a nagging or pestering way. Instead,
we are just reminded the importance of our efforts to
the success of the team. In my opinion, the Launch
Lab is a pristine example of an organization that
practices the Relational Leadership Model, and I am
lucky to have it as such an easily accessible example
to follow throughout my time at URI to help me
successfully carry out leadership positions and team
memberships of my own.

Reference

- The 5 components of the Relational

leadership style of leading. (2018, November
30). Retrieved March 02, 2021, from
https://www.baltimoremediation.com/5-compone
nts-relational-leadership-style-leading/

43 Student
. will
show
knowled
ge of the
concept
of
construc
tivism

44 Student
. s will
describe
personal
example
s of
impleme
nting
 construc
tivism

45 Student
. will
demonst
rate
knowled
ge of the
Experie
ntial
Learning
Model
(Kolb)

46 Student
. will
describe
personal
applicati
on of the
Experie
ntial
Learning
Model
(Kolb)
47 Student HD Tour The Social Change Model of Leadership is extremely
. will F-1 Guide relevant in this day and age because we are currently in an
show 90 / Tour era of a significant amount of social change. From the
knowled Guide abolishment of slavery, to Women’s Suffrage, to the Gay
ge of the Trainin Rights movement, to the Black Lives Matter movement,
“Social g, etc., social change is everywhere. The prominence of social
Change Launc change in the world we live in makes me feel lucky to learn
Model of h Lab about Austin Et Al’s Social Change Model of Leadership
Leaders Work Development and work with it in my time in HDF-190, and
hip – throughout the rest of my college experience and life. The
Develop Direct Social Change Model of Leadership Development holds
ment” by or of three significant categories: individual values, group values,
Astin et Stude and community values. Within these categories can be found
al nt different subcategories that pertain to each. Altogether, they
Outrea are referred to as ‘The Seven C’s: The Critical Values of the
ch, Social Change Model,” and they make up the cornerstones
Delta and true meaning behind the concept of Social Change
Sigma Leadership. The individual values of the model includes
Pi – consciousness of self—recognizing what morals and beliefs
Senior motivate you or stimulates your drive and being aware of
Vice where you are emotionally, what your perspective is and
Presid how that may differ from others, and how you come across
ent to others. Then, we have congruence, which explains that
one must act on these beliefs and morals as well—your
actions must be consistent with your intentions. Finally,
commitment is a significant part of this as well. Having an
idea is one thing, but one must maintain their attention and
effort towards this idea/cause. Next come the concepts under
group values. These include collaboration based on
different talents, perspectives, and ideas of the group. The
diverse ora to these different perspectives allows us to more
productively all work towards the same common purpose.
A big part of having these diverse perspectives and ideas is
also controversy with civility—the ability to commonly
understand and openly discuss the differences in views and
ideas that exist within a group. The third part of the model is
community values, and with this comes the final ‘c-value’ of
citizenship, which recognizes the interdependence of each
group member. Each group member is responsible for
themselves and others alike. These values are contingent and
 crucial of one another. Knowledge of the Social Change
Model of Leadership Development gives me a more
prepared and wise head on my shoulders to embark on my
experiences to come such as leading and taking part in
groups at URI and one day groups of my workplace and life.

Resources:
· Wagner, W. (n.d.). The Social Change Model
of Leadership: A Brief Overview [Pamphlet].

48 Student HD Workin In working with the Rhody Outpost, I was able to work
. will F-1 g with directly with my classmates in using the Social Change
describe 90 the Model to reach our common goal. Our practices allowed us
personal Rhody to touch upon each of the seven c’s within the individual,
applicati Outpos group, and community values of the Social Change model.
on of the t As an individual I took on the role of being the
above communications liaison between the other groups. I was
theory passionate about our cause, holding consciousness of self in
(Astin et genuinely believing in our cause, and my efforts in fulfilling
al) my role in this project displayed my congruence and
commitment as well. In terms of group values, our
consistent open discussion as a group and as a class
highlighted our practices of controversy with civility,
common purpose (as we all genuinely believed in this cause)
and collaboration. For example, much of what we completed
as a class (and as a group) required an interdisciplinary
approach, meaning our team needed tools and information
such as marketing guidelines, event details, etc. from other
teams to complete our posters and social media posts, and
we then needed to communicate/share what we completed
with other groups alike. As a group, my team’s consistent
communication and ability to understand one another’s
strengths were second to none. We recognized what each of
us excelled in and used it to our benefit in separating tasks.
Me being in charge of communicating with the other groups
and retrieving/passing necessary information and marketing
tools, and other group members taking on different tasks are
a perfect example of this. We also kept open discussions
about our choices extremely consistent. When making a
 decision of any kind, our group faced it head-on and let
everyone share, with reasoning, what their thoughts were.
This allowed everyone to have an equal say in how we went
about completing tasks, meaning even in areas where some
were less involved than others because they were taking care
of something else related to our marketing outcome, each
person still had an equal say in what we did as a group.
Finally, as a whole class community, we prioritized the
practice of citizenship in that each group depended so
delicately on one another. This, in my opinion, goes hand in
hand with collaboration not only within our groups but our
collaborative efforts as a class towards our common goal of
promoting and donating to the Rhody Outpost.

Resources:
· Wagner, W. (n.d.). The Social Change Model
of Leadership: A Brief Overview [Pamphlet].

49 Student
. s will
demonst
rate
knowled
ge of the
“Leader
ship
Identity
Develop
ment
Model”
by
Komives
et al

50 Student
. s will
describe
personal
applicati
 on of the
above
theory.
(Komive
s et al)

51 Student
. s will
demonst
rate
knowled
ge of the
Strength
s-Devel
opment
Model
by
Hulme
et al

52 Student
. will
describe
personal
applicati
on of the
above
theory
(Hulme
et al)

53 Student
. will
demonst
rate
knowled
ge of
behavior
theories
of
 leadersh
ip from
Michiga
n and
Ohio
State

54 Student
. will
describe
personal
applicati
on of the
above
theories
(Michiga
n & Ohio
State)

55 Student
. will
demonst
rate
knowled
ge of
Charism
atic
leadersh
ip

56 Student
. will
describe
personal
applicati
on of the
above
theory
57 Student
. will
demonst
rate
knowled
ge of
continge
ncy
approac
h to
leadersh
ip by
Fiedler

58 Student
. will
describe
personal
applicati
on of the
above
theory
(Fiedler)

59 Student
. will
demonst
rate
knowled
ge of
Path-Go
al theory
by
House

60 Student
. will
describe
personal
applicati
 on of the
above
theory
(House)

61 Student
. will
demonst
rate
knowled
ge of
Leader
Member
Exchang
e (LMX)
theory
by
Dansere
au,
Graen &
Haga;
Graen &
Cashma
n; Graen

62 Student
. will
describe
personal
applicati
on of the
above
theory
(Danser
eau,
Graen &
Haga;
Graen &
Cashma
 n;
Graen)

63 Student
. will
demonst
rate
knowled
ge of
Leaders
hip
Substitut
es
Theory

64 Student
. will
describe
personal
applicati
on of the
above
theory

65 Student
. will
demonst
rate
knowled
ge of
Models
of leader
emerge
nce

66 Student
. will
describe
the
impact
of traits
 on
leadersh
ip
emerge
nce and
perform
ance

67 Student
. will
demonst
rate
knowled
ge of
Chaos
approac
h to
leadersh
ip by
Wheatle
y

68 Student
. will
describe
personal
applicati
on of the
above
theory
(Wheatl
ey)

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

Outcome Target Additional Descriptive notes regarding learning

class Experiences and practice
6 Student will
9. demonstrate
how cultural
anthropology /
paradigms
relate to
leadership

7 Student will
0. describe
personal
example of
using cultural
anthropology /
paradigms as a
leader

7 Student will
1. demonstrate
knowledge of
the “Cycles of
Socialization”
(Harro) theory
and its uses in
leadership

7 Students will
2. demonstrate
personal
application of
the “Cycles of
Socialization”
(Harro)

7 Student will
3. demonstrate
knowledge of
the “Cycles of
Liberation”
(Harro) theory
 and its uses in
leadership

7 Student will
4. demonstrate
personal
application of
the “Cycles of
Liberation”
(Harro)

7 Student will
5. demonstrate
knowledge of
the
“Configuration
of Power”
(Franklin) and
its relationship
to leadership

7 Student will
6. demonstrate
personal
application of
the
“Configuration
of Power”
(Franklin)

7 Student will
7. demonstrate
knowledge of
racial identity
development
(Cross &
Fhagen-Smith;
Rowe, Bennett
& Atkinson;
Ferdman &
Gallegos; Kim;
 Horse; Renn
etc.)

7 Student will
8. demonstrate
personal
application of
model(s) of
racial identity
development
above

7 Student will
9. demonstrate
knowledge of
models related
to gender /
identity /
gender identity
development
(Lev; Bussey;
Bussey &
Bandura;
Bilodeau;
Gilligan;
Belenky et al;
etc.)

8 Student will
0. demonstrate
personal
application of
model(s) of
gender identity
above
8 Student will
1. 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;
Johnstone;
Gibson;
Forber-Pratt &
Aragon; etc.)

8 Student will
2 demonstrate
personal
application of
additional
social identity
development
model(s) above

8 Students will
3. demonstrate
knowledge of
McIntosh’s
theory of
privilege and its
relationship to
leadership
8 Student will
4. demonstrate
personal
application of
McIntosh’s
theory

8 Student will
5. describe the
differences and
similarities of
individual and
institutional
oppression and
relationships to
leadership
(Source =
Three
Dimensional
Matrix of
Oppression)

8 Student will
6 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.)

8 Student will
7. show
 knowledge of
effective
leadership as it
relates to
change agency

8 Student will
8. describe
personal
examples of
being a change
agent

8 Student will
9 demonstrate
knowledge of
the “Model of
Intercultural
Sensitivity” by
Bennett and its
uses in
leadership

9 Students will
0. demonstrate
personal
application of
the “Model of
Intercultural
Sensitivity” by
Bennett

9 Student will
1. demonstrate
knowledge of
the ally Action
Continuum by
Griffin & Harro
9 Student will
2 demonstrate
personal
application of
the Action
Continuum by
Griffin & Harro

9 Student will
3. show
knowledge of
the
Multicultural
Organizational
Development
Model
(Jackson)

9 Student will
4. show personal
application of
the
Multicultural
Organizational
Development
Model
(Jackson)

9 Student will
5. show
knowledge of
the
Multicultural
Change
Intervention
Matrix (Pope)

9 Student will
6. show personal
application of
the
 Multicultural
Change
Intervention
Matrix

9 Student will
7. create a
personal code
of inclusive
leadership

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning
class Experiences and practice

9 Student will
8. show knowledge
of principles of
critical thinking
and fallacies
(logic is used in
this minor)

9 Student will
9. demonstrate
proficiency of
critical thinking

1 Student will
0 show knowledge
0. of metaphorical
analysis to
critically analyze
self and
leadership
situations

1 Student will
0 demonstrate
1. proficiency of
 metaphorical
analysis to
critically analyze
self and
leadership
situations

1 Student will
0 show knowledge
2. of at least five
decision making
methods

1 Student will
0 describe
3. personal
examples of
having used five
decision making
methods

1 Student will
0 show knowledge
4. of at least five
problem solving /
conflict
management
methods, as well
as
understanding
the roots of
conflicts

1 Student will
0 describe
5. personal
examples of
having used five
problem solving /
conflict
management
1 Student will
0 demonstrate
6. the ability to
synthesize
multiple
knowledge
perspectives
(course work),
competencies
(communication,
writing,
information
literacy or
mathematical/sta
tistical skills) and
responsibilities
(global, diversity
& inclusion or
civic knowledge)

1 Student will
0 demonstrate
7. knowledge of
leadership that is
used in crisis
(i.e., James &
Wooten; Garvin;
Covey;
Frohman;
Lalonde;
Schoenberg;
Joni; Braden et
al; etc.)

1 Student will
0 describe
8. 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 Tar Additional Descriptive notes regarding learning
get Experience and practice
clas s
s
1 Student will N/A Tour Active listening is a crucial
0 demonstrate Guiding, component of communication. It
9 knowledge of helping out involves a change in thinking topic
. active friends. or concentration that removes
listening yourself from what is going on
techniques inside your head to instead strictly
the conversation at hand—fully
interpreting and engaging with
what the conversation topic is
(Doyle, A). Active listening comes
in a variety of different forms, but
there are certain ones that stand
out to me personally as
recognizable and extremely
effective methods of active
listening. They are as
follows…First, demonstrating a
care or concern for the situation at
hand is a perfect example. With
this, one is expressing that they
have a similar level of care for the
topic at hand as the person they
are speaking to, which helps
establish a common ground and
ultimately displays credibility.
Another key component of active
listening is paraphrasing what the
speaker has said to demonstrate
that you understand what you are
being told. This is not repeating
directly what you have heard word
for word, but instead qualifying the
speaker’s points in agreement or at
least putting a brief summary in
your own words within your
following response. Another great
source for active listening style
conversing is verbal and nonverbal
cues. Verbal cues include phrases
that demonstrate that you are
listening and interpreting, such as
“I understand” or “I see” (Doyle, A)
while nonverbal cues include things
like nodding your head, leaning
somewhat into the speaker to
demonstrate effort to listen, and
also maintaining eye contact
throughout a conversation.
Additionally, one should ask
questions that require more than
just ‘yes’ or ‘no’ responses to
demonstrate genuine interest and
eagerness to learn more. And
finally, the final technique for active
listening that greatly stood out to
me is the act of withholding your
opinion until it is time to disclose it,
avoiding interruption and
maintaining respect for the person
you are speaking with.

Resources:

Doyle, A. (2020, November 24).

Important active listening
skills and techniques.
Retrieved April 21, 2021,
from
https://www.thebalancecar
eers.com/active-listening-s
kills-with-examples-20596
84
1 Student will N/A
1 describe Guiding,
0 examples of helping out
. using active friends.
listening skills
Tour Being a tour guide, I often am hit
with a multitude of different
questions and comments from the
parents on my tours. As a
representative of this school, active
listening is obviously a significant
part of this. These parents hit us
tour guides with all sorts of
questions and comments—some
genuinely enjoyable and others
extremely difficult to answer and
extremely controversial. However,
given our respect towards the fact
that they are guests visiting this
university, we must engage in
active listening regardless of our
feelings on what they have to say
or our ability to answer their
questions. Because of this, active
listening isn’t always the easiest
thing to do in these cases, but it is
extremely important to make it a
priority and use active listening
methods anyway. When asked any
sort of question on tour, I
immediately recognize the validity
of the question in stating “that’s an
excellent question!” or something
similar. In addition, I usually repeat
the question back to the person
and the other members of the tour
to not only display that I
understand what is being asked,
but to also give others the chance
to gain insight with my response. If
the question is more personal or
private, I stick with simply
recognizing the question with
positive validation of the question.
Similarly, I maintain eye contact
 with whom I am speaking both
while they are asking the question
and while I am answering the
question to the best of my ability.
The same goes for comments
made by potential students or their
parents on this tour, whether
positive or negative, tasteful or
distasteful, etc. I am sure to
validate the point in stating
something like “that’s a great
point!” or “your opinion is definitely
respected (and then continue).”
These allow those I am conversing
with to understand that I recognize
what they are saying and that they
are heard. Finally, whether dealing
with questions or comments, I am
extremely careful not to interrupt
anybody’s speaking with my own
opinions, or at all for that matter. I
instead follow the other active
listening techniques until it is my
turn to speak. Tour Guiding has
provided me prestine practice with
my active listening skills and I am
excited to utilize these skills
throughout my other encounters
with people throughout my college
experience, career, and life in
general.

1 Student will
1 demonstrate
1 knowledge of
. functions of
group
communicatio
n by
Hirokawa
1 Student will
1 describe
2 personal
. application of
functions of
group
communicatio
n (Hirokawa)
1 Student will N/A Launch Feedback is the backbone of
1 show Lab Open growth in this world. In receiving
3 knowledge of Mic Nights feedback, we are hearing from a
. techniques and different perspective than our own
regarding Ideation on chances to improve ourselves
giving and Workshop or our methods in what we are
accepting of s embarking on. In giving feedback,
feedback we are viewing and analyzing the
work of others which allows us to
see the possibilities we can
improve upon ourselves in a
different manor, and sometimes in
giving feedback we are able to
identify flaws in others that we may
too be guilty of but aren’t able to
see as easily in ourselves. In
researching effective methods for
giving and receiving feedback, I
was able to identify with multiple
tactics for each that I either already
use or now plan to add to my
techniques in the future. In
receiving feedback, one extremely
important thing to note is that you
must listen to what you are being
given entirely. Interrupting in
disagreement or in any way only
limits your understanding of the full
point of the feedback. One should
also be open to receiving feedback
mentally, and with this means
avoiding the tendency to give off
any negative body language in
response as well. Finally,
something that I know I need to do
more of is following up on
feedback! Don’t just nod away what
you are being told, but instead ask
for details! Ask specific questions
about feedback and areas of
improvement and perhaps even
ways to first go about the advice
you’ve been given. In terms of
giving feedback, one must avoid
giving feedback on persona or
ones identity, but instead strictly on
what the purpose of the feedback
is/the topic at hand. The University
of Waterloo calls this
“concentrating on behavior, not the
person” (U.). Another important
approach to this is balancing
negative feedback with positive
feedback as well, and vice versa.
Furthermore, someone giving
feedback should be sure to be
precise with what advice they are
giving, providing examples, and
also remember to give feasible
feedback—not advice that would
be impossible or unideal to follow.
Finally, when giving feedback, one
must be willing to back this support
up in a continuing pattern. Be
prepared to elaborate and revisit
the feedback at another time if the
person on the receiving end should
have a later requestion regarding
your advice, etc. Giving and
accepting feedback are not only
critical, but both equally important
skills for improvement within your
endeavors and for the ability to be
open minded and understanding in
life as well.

Reference

U. (2020, May 13). Receiving

and giving effective
feedback. Retrieved April
21, 2021, from
https://uwaterloo.ca/centre-
for-teaching-excellence/tea
ching-resources/teaching-ti
ps/assessing-student-work/
grading-and-feedback/recei
ving-and-giving-effective-f
eedback
1 Student will N/A Launch Events through the Launch Lab
1 describe Lab Open have provided me with a multitude
4 examples of Mic Nights of opportunities to both give and
. giving and and receive feedback, and I am grateful
accepting Ideation for the opportunity to polish my
feedback. Workshop tactics in this matter because of
s how often this occurs. As the
director of student outreach, I am
constantly running my endeavors
by the rest of my team at the
launch lab. Aside from designing a
pathway program to bring students
into the launch lab and consistently
running my ideas and plans by my
team in progress meetings, a more
common and also significant
portion of my job is sending the
outreach emails well before, just
prior, and following our weekly
events. For each event (there are
1-2 per week), I often have to draft
an email for the rest of the team to
send to their networks, and also
two additional emails for right
before the event and right after,
following the event. Before sending
each email to the rest of the team
to send on behalf of the Launch
Lab or themselves to their
networks, I need to run it by some
of the higher ups of the team. With
each new email I draft comes a
new spew of feedback my way on
how I can improve my formatting,
better word things, what to include
and no to include, etc. When
receiving this feedback, I am sure
to listen to what I am being given
entirely without any interruption,
and I remain open to receiving
feedback mentally, and again, with
this means avoiding the tendency
to give off any negative body
language in response as well.
Finally, in receiving feedback
regarding my work, I almost always
have specific questions to ask
about what is meant by a piece of
advice, etc. I also am sure to follow
up and get what I have improved
upon approved by my team
members. The Launch Lab
provides countless opportunities to
give feedback as well through our
Open Mic Nights! In these events,
the audience members and Launch
Lab employees are the judges of
those presenting their ideas. In
filling out polls and responses to
each innovative pitch, we are
reminded consistently to and
consciously avoid giving feedback
on the basis of personality, but
instead strictly on what the purpose
of the feedback is/the topic at
hand. We also ensure as a team
that we are balancing negative
feedback with positive feedback as
well. For example, if we are
inclined to correct somebody’s
business model, we are sure to
compliment something that they
exceeded in simultaneously. Finally
people often return to the Launch
Lab for further advice or approval
after implementing the feedback
we already provided. The Launch
Lab encourages those who come
to these events to do so, showing
that my team is prepared to
 elaborate and revisit the feedback
at another time if the person on the
receiving end should have a later
requestion regarding your advice,
etc. I am grateful to be a part of a
team that practices such effective
feedback techniques, and I was
pleasantly surprised that so much
of the feedback I get to give and
receive throughout my experience
working with the organization
actually aligned with the research I
did on productive feedback
methods.

Reference

U. (2020, May 13). Receiving and

giving effective feedback. Retrieved
April 21, 2021, from
https://uwaterloo.ca/centre-for-teachin
g-excellence/teaching-resources/teachi
ng-tips/assessing-student-work/grading
-and-feedback/receiving-and-giving-ef
fective-feedback

1 Student will
1 show
5 knowledge of
. the 7D
coaching
model (Knott)

1 Student will
1 demonstrate
6 personal
. application of
the 7D Model
(Knott)
1 Student will
1 show
7 knowledge of
. elements of a
Crucial
Conversation
and steps to
maintain
dialogue and
move to
action
(Patterson,
McMillian &
Switzler)

1 Student will
1 describe
8 examples of
. engaging in a
Crucial
Conversation

1 Student will
1 demonstrate
9 knowledge of
. facilitation
techniques

1 Student will
2 demonstrate
0 proficiency of
. facilitation
techniques

1 Student will
2 demonstrate
1 knowledge of
. de-briefing
techniques
1 Student will
2 demonstrate
2 proficiency of
. de-briefing
techniques

1 Student will
2 demonstrate
3 knowledge of
. framing
based on
psychology
and its use in
group
facilitation

1 Student will
2 demonstrate
4 proficiency of
. framing
based on
psychology
and its use in
group
facilitation

1 Student will
2 demonstrate
5 knowledge
. the four
frames of
organizations,
and the
meaning of
reframing by
Bolman and
Deal
1 Student will
2 describe
6 personal
. application of
organizational
analysis
using the four
frames of
organizations,
and breaking
the frame /
reframing
(Bolman and
Deal)

1 Student will
2 show
7 knowledge of
. organizing
meetings /
setting
agendas /
and leading
meetings

1 Student will
2 describe
8 personal
. examples of
organizing
meetings /
setting
agendas /
leading
meetings

1 Student will
2 show
9 knowledge of
.
 Parliamentary
Procedure

1 Student will
3 show
0 knowledge of
. techniques
for working
with difficult
people

1 Student will
3 describe
1 personal
. examples of
using
techniques to
work
effectively
with difficult
people

1 Student will
3 show
2 knowledge of
. the stages of
group
development
(Tuckman/Tu
ckman &
Jensen,
Bennis or
others)

1 Student will
3 describe
3 personal
. examples of
group
development
in use
 (Tuckman/Tu
ckman &
Jensen,
Bennis or
others).

1 Student will
3 show
4 knowledge of
. group roles
and how they
contribute to
group
dynamics
(Johnson &
Johnson;
Benne &
Sheats;
Knowles &
Knowles;
etc.)

1 Student will
3 describe
5 personal
. examples of
group roles
and how they
contribute to
group
dynamics
(Johnson &
Johnson;
Benne &
Sheats;
Knowles &
Knowles;
etc.)
1 Student will
3 show
6 knowledge of
. effective
memberships
skills in
groups

1 Student will
3 describe
7 personal
. examples of
membership
skills in use

1 Student will
3 show
8 knowledge of
. the Challenge
and Support
theory by
Sanford, and
its
relationship to
organizations

1 Student will
3 describe
9 personal
. examples of
using the
theory of
Challenge
and Support
(Sanford)

1 Student will
4 show
0 knowledge of
. the
construction /
 elements of
informative
and
persuasive
speeches

1 Student will
4 demonstrate
1 proficiency in
. informative
and
persuasive
public
speaking

1 Student will
4 show
2 knowledge of
. planning and
conducting
interviews (as
the
interviewer)

1 Student will
4 describe
3 personal
. examples of
planning and
conducting
interviews (as
the
interviewer)

1 Student will
4 show
4 knowledge of
. preparing for
and effective
answers in
interviews (as
 the
interviewee)

1 Student will
4 describe
5 personal
. examples of
preparing for
and being
interviewed

1 Student will
4 show
6 knowledge of
. effective
collaboration /
coalition
building
(Sources:
Cilente/Komiv
es et al;
NCBI; etc.)

1 Student will
4 describe
7 personal
. examples of
working in
collaboratives
/coalitions

1 Student will
4 demonstrate
8 knowledge of
. techniques to
communicate
and engage
in difficult
dialogues
related to
 diversity and
inclusion.

1 Student will
4 demonstrate
9 proficiency in
. communicatin
g and
engaging in
difficult
dialogues
related to
diversity and
inclusion.

1 Student will
5 describe
0 ways to
. maintain
accountability
in leadership /
member
relationships

1 Student will
5 describe
1 personal
. examples
related to
maintaining
accountability
as a leader
1 Student will N/A Delta The environment/characteristics of
5 describe Sigma leader and member relationship truly
2 ways to build Pi-Senior have the potential to make or break not
. relationships Vice only the success of an organization of
between President any kind, but also the experience of
leaders and each member and leader within a
members project or endeavor. In my research, I
found a multitude of different tactics to
establishing this. First and foremost,
members of the team need to feel
heard by the leaders and other
members alike. Each individual
involved needs to feel like they are
heard and have a voice within an
organization. Next, comes the
importance of understanding and
acknowledging the emotions and
feelings of team members, taking the
feeling of being heard to a deeper
level. Much like active listening (see
outcome 109), there also needs to be a
balance of praise and constructivism.
High expectations are valid, as is
constructive criticism when these
expectations aren’t met, but there must
be a balance between these remarks.
Another important component is that
leaders and members of the team share
values, and that these values are built
upon and established as a team, not
decided by one.

Reference

Ritchie, S. (2019, December 17).

7 ways to build great
relationships with your
team. Retrieved April 22,
2021, from
https://beleaderly.com/7-w
ays-to-build-great-relations
hips-with-your-team/
1 Student will N/A Delta As the Senior Vice President of Delta
5 describe Sigma Sigma Pi, constructing and
3 personal Pi-Senior maintaining a relationship between the
. examples of Vice members of our chapter and the
building President leaders in the executive board is a
relationships significant portion of my job. I am able
with members to practice this first hand through the
as a leader recruitment process in recruiting our
new members and getting them
acclimated to the rest of the
organization and also, as an E-Board
member, we strive to maintain a
relationship between those in our
leadership positions and those who are
just collegiate members. During our
chapter meetings when deciding on
motions or deciding on which
endeavors to embark on, we are sure to
have an extremely open conversation
as a chapter. We ask questions of input
and advice on our current ideas and we
encourage our members to come
forward with ideas of their own, with
whatever we're doing as a
team—whether that be in the area of
team values and morals or team
endeavors alike. This instills within
our membership the fact that they have
a voice and a say in our decision
making as a chapter. Their influence
on our decisions and actions as an
organization gives them the respect on
our behalf required to maintain this
leadership-membership relationship.
Another thing we are sure to focus on
is caring genuinely for the well-being
and emotions of each member of our
chapter. We want each member to
know that they are heard emotionally
as well as with matters directly related
to our organization. At most chapter
meetings we hold Ice Breakers that
allow our members to self-disclose
even further enhancing this
relationship. Furthermore, while we set
expectations for our collegiate
members, there are also expectations
for us officially appointed leaders as
well. there is a mutual responsibility to
our organization for both leaders and
members to uphold their end and to
meet these expectations. With these
expectations, comes in abundance of
positive reinforcement and rewarding.
throughout each semester, brother of
the week awards are distributed as well
as positive recognition to outstanding
groups and members. These tactics
towards building this relationship
between leaders and members within
Delta Sigma Pi has allowed us to
accumulate a strong and ever growing
bond within our team as a whole. the
nature of this relationship within our
community enhances our success as
we work hard together and feel all
rewards together as well.

Reference

Ritchie, S. (2019, December 17).

7 ways to build great
relationships with your
team. Retrieved April 22,
2021, from
https://beleaderly.com/7-w
ays-to-build-great-relations
hips-with-your-team/
1 Student will
5 describe how
4 credibility
. applies to
leadership, as
well as the
characteristic
s and skills of
a credible
leader

1 Student will
5 describe
5 personal
. examples of
building,
maintaining,
and repairing
his/her own
credibility as
a leader

1 Student will
5 describe
6 ethical
. standards in
influence

1 Student will
5 describe
7 influence
. applies to
leadership

1 Student will
5 describe
8 principles of
. effective
mentoring, as
well as
problems
 particular to
the mentoring
relationship

1 Student will
5 describe
9 personal
. examples of
mentoring
and being
mentored

1 Student will
6 describe
0 principles of
. effective peer
leadership, as
well as
problems
particular to
peer
leadership

1 Student will
6 describe
1 personal
. examples
related to
being a peer
leader and
being led by
peers