LEADERSHIP

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

Name: Morgan Smithberger

Date Enrolled: January 2021
Date of Graduation: May 2024

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.

Leadership Inventory Revised 08/22/2017 1

CONTENTS

ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
• Center for Student Leadership Development Information
• Minor Information
• Developmental Model

ADVISING INFORMATION (students will include own documentation)

• Tracking Sheet / Advising Updates
• Syllabi of Minor Classes (Core and Electives)
• Internship
o Guidelines
o Syllabus
o Mid-term
o Final

OUTCOMES
• Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
• Targeted Classes
• Experiences
• Evidence

Leadership Inventory Revised 08/22/2017 2

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

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.

GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US
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 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
Leadership Inventory Revised 08/22/2017 4
HDF 415: FLITE Peer Leadership

Leadership Inventory Revised 08/22/2017 5

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

Leadership Inventory Revised 08/22/2017 6

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Leadership Inventory Revised 08/22/2017 7

Outcome Category: Self-Leadership
Outcome Target Additional Descriptive notes regarding learning and practice
class Experiences
1. Student will COM Greek Life Before I even started the college admission process, I knew I wanted to be a part of a sorority. I would search up YouTube videos on sorority house tours, watch movies
demonstrate 100, BUS Were sororities being shown and would look up the universities I was interested in to see what sororities I liked most. When I chose URI, I enrolled in Fall Recruitment
autonomy and a 140G the first day it was available. Before I even started recruitment, I rehearsed my answers to the questions YouTube videos told me I would be asked. “Why do you want to
minimized need be a part of Greek Life?”, “Why do you like (name of sorority)?”. The first few rounds, these prepared answers helped me get advance to the next round with multiple
for approval sororities but as the rounds began to continue, no one liked me rehearsed answers and ended up dropping me. I was so upset to see my dream of being a sister taken
from me, but now looking back, I was not myself. I was pretending to be someone I knew everyone would like. My answers were ones I knew they would like but not one
I truly believed in. This disappointment allowed me to reevaluate why I wanted to be in a sorority or if I even wanted to be a part of one. I decided to give recruitment ano
Try, but this time be authentically me. I would not rehearse my answers, I would not look at videos or stalk the sorority’s Instagram page to see what they were like.
I would just be me. To my surprise, I connected with Alpha Delta Pi and received a bid from them. I am proud of myself for being me and recognized that people
Liked me for me and wanted to know me because of me.

2. Student will HDF 190 Delta Sigma Pi, As I have now been a college student for a year now, I have learned the importance of having a schedule and managing time. Throughout high school, I had a strict sche
demonstrate ReStore, ECN COVID, has allowed me to have even more time than I anticipated. Last semester, I struggled with finding a balance and often worked on assignments the day before th
personal, 202 that I layout my schedule each week to ensure I stay on top of due dates and meeting times for my activities. This helps me most in my asynchronous class, ECN 202. W
organizational, deadlines for work. When I write these due dates out, it holds me accountable when I open my planner each week. Another example of this is the organization of my dor
and academic random items. But, in my dorm room, it is essential that my roommate and I keep our area clean. This helps with organizational purposes and also creates an environme
examples of bed every morning allows for my day to start off with a simple task completed and energizes me to continue to be active.
self-discipline
3. Student will
demonstrate the
ability to
manage
emotions
4. Student will
demonstrate
knowledge of
stress
management
methods
5. Student will
demonstrate the
ability to
manage stress
6. Student will
express a
personal code
of leadership /
membership
ethics
7. Student will
demonstrate
practice of the
personal code
of ethics
Leadership Inventory Revised 08/22/2017 8
8. Student will HDF 190 Adaptive PE, In HDF 190, we completed the VIA Strength assessment. After completing, my top 5 traits represent me well. I received Kindness, Judgement, Social Intelligence, Leade
express a College others”, and I am always wanting to extend an arm to help someone when needed. Judgement is described as “thinking things through and examining from all sides”.
personal values Admission One way I related to this was through my college process. I chose URI after a long hard conversation about choosing schools because they are the best for me all aroun
statement process, Alpha Social Intelligence helps me be aware of those around me. Leadership is self-explanatory and why I am interested in pursuing this minor
(Sources = VIA, Delta Pi . And lastly Curiosity fuels my adventurous side and allows for me to be open to new experiences.
values Using all 5 of these characteristics, I feel I can better communicate with friends and family, willing to step out of my comfort zone, and always check on others. One exam
clarification Of this is when I worked as a peer mentor for Adaptive PE with special education peers. Here I was able to lead those through activities, read their emotions when
exercises, etc.) They did not physically describe them, use kindness and patience when I talked to them, and judge when a task might be too difficult for them to comprehend and
Reevaluate what I need to do to help them.

VIA Character Strengths Survey & Character Reports. VIA Character Strengths Survey & Character Reports | VIA Institute. (n.d.). https://w

9. Student will
demonstrate
practice of the
personal values
statement
10. Student will
demonstrate the
ability to lead a
project from
start to finish
(follow-through)
11. Student will
describe goals
and objective
statements
regarding
personal issues,
career issues,
and community
issues
12. Student will URI 101, Alpha Delta Pi, Before arriving at the University of Rhode Island last fall, I made a deal with myself that I would be an active member of the URI community and seek to find areas that w
show evidence ECN 201 Delta Sigma Pi, first year, I am proud to say that I successfully accomplish my goal. In the fall, I rushed Delta Sigma Pi (professional business fraternity) and was initiated a few months l
of goals and RecWell gained many friendships that have supported me in different ways. In February, I accepted my bid from Alpha Delta Pi. Just in these last few months, I have developed f
objectives that Attendent money for philanthropic causes, and worked with upperclassmen to help with events. This opportunity has allowed for me to push myself past my comfort zone and beco
were planned for the RecWell Department. I was hired and began work in February. Although I applied to make money as a broke college student, I have also learned many things. I le
and achieved and gained First-Aid training to help in emergence situations. With just these three different types of involvement, I have successfully found my place at this University an
13. Student will
show
knowledge of
the “Hierarchy
of Needs”
theory by
Maslow
14. Student will
show
application of
Leadership Inventory Revised 08/22/2017 9
 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 HDF 190 Occupational The Gallup Assessment provided more characteristics that I feel I embody. First is Futuristic, and I feel like this applies to me as I always am looking for the end goal and
describe Therapist relationships with others as I want to connect with people and truly get to know them. Next is Empathy, and this represents me as I am very aware of people’s emotions.
StrengthsQuest Internship extraordinary. I am always thinking of things to do to help enhance a project.
Signature Lastly is Strategic, as I create alternative ways to proceed. I feel all these strengths represent me as I encompass them in different scenarios weekly.
Themes, During my Junior year of high school, I interned at a rehabilitation center under an occupational therapist. Here I assisted her with tasks as she helped the elder patients
shadow side of with exercises. I used Empathy when working them as they struggled to get up or have mobility. I used Futuristic to help encourage them to reach their end goal, which
Strengths was different for each patient. I also used Strategic when I created my own exercises to help them obtain more mobility. This internship helped me use my strengths and
and/or encourage the patients to work harder through this.
weaknesses,
and examples Gallup. (2021, April 14). CliftonStrengths. Gallup.com.
of application https://www.gallup.com/cliftonstrengths/en/home.aspx?utm_source=google&utm_medium=cpc&utm_campaign=us_strengths_bran
(Source = DBhAMEiwA7xYrdxjwUa_BY5EvwggejKOvUXSVVQNirzffqVL_txa_dX3rOsMO8reFnxoCYxkQAvD_BwE.
Gallup)

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.)

Leadership Inventory Revised 08/22/2017 10

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
19. Student will show
knowledge of the
“Authority and
Bureaucracy”
theory of
leadership Weber
20. Student will
describe
personal
application of the
above theory
(Weber)
21. Student will show
knowledge of the
“Scientific
Management”
theory of
leadership by
Taylor
22. Student will
describe
personal
application of the
above theory
(Taylor)
23. Student will show
knowledge of the
“Management by
Objectives”
theory of
leadership by
Drucker
24. Student will
describe
personal
application of the
above theory
(Drucker)
25. Student will show
knowledge of
“Theory X and
Theory Y” theory
of leadership by
MacGregor

Leadership Inventory Revised 08/22/2017 11

26. Student will
describe
personal
application of the
above theory
(MacGregor)
27. Student will show HDF 190 ReStore, and Throughout the last few weeks, I feel I have become very knowledgeable about servant leadership. Servant Leadership model is when a leader uses
knowledge of the Delta Sigma Pi his position to benefit others, without looking for anything in return. The possess characteristics that help them connect with people
“Servant (listening, empathy, self-awareness), encourage them (commitment to the growth of people, persuasion) and lastly create a welcoming environment
Leadership” growth, community, stewardship). One way this has greatly impacted my life, is with my experience in community service.
theory of In high school, I always wanted to be apart of something that created a better environment for others. I
leadership by helped co-coordinate Freshman orientation for the class of 2024, and I also was a part of a club at the school that bettered the school community.
Greenleaf We worked on cleaning up our courtyards, planting trees in our parking lot, and hosting events with my town to help educate people on topics. I
feel I connect with this model the best as I do work for the growth of others and love to see them thrive.

What is Servant Leadership? Greenleaf Center for Servant Leadership. https://www.greenleaf.org/what-is-servant-leadership/.

28. Student will HDF 190 Alpha Delta Pi One of the reasons why I joined a sorority was to get back into helping communities and serving others. I resonated with Alpha Delta Pi’s philanthropy,
describe Ronald McDonald House, the most. Cancer has affected my family in multiple ways, and with friends who have been diagnosed as pediatrics it is important for me to
personal Raise money for such a great cause. The Ronald McDonald House supplies families receiving medical help free housing for as long as they need. With my sorority
application of the we have raised money for the Ronald McDonald house and in past years been able to physically serve those in the house when we visit. This is something I am
above theory looking forward to most as I love connecting with others. Recently, during Greek Week, my sorority and a few fraternities raised around $7,000 for Amputee Blade
(Greenleaf) Runner and Steps of Faith Foundation. Both provide free services and amputees to those who can not afford them. Just in one semester of being apart of ADPi, I hav
Already felt like I have impacted many lives and am excited to see the impact I can make in the next few years.

29. Student will show

knowledge of the
“Principle
Centered
Leadership”
theory by Covey
30. Student will
describe
personal
application of the
above theory
(Covey)
31. Student will show
knowledge of the
“14 Points /
TQM” theory of
leadership by
Deming
32. Student will
describe
personal
Leadership Inventory Revised 08/22/2017 12
 application of the
above theory
(Deming)
33. Student will show
knowledge of the
“Visionary
Leadership” (now
often cited as
“Transformational
Leadership”)
theory by
Sashkin
34. Student will
describe
personal
application of the
above theory
(Sashkin)
35. Student will show
knowledge of the
“Individuals in
Organizations”
leadership theory
by Argyris
36. Student will
describe
personal
application of the
above theory
(Argyris)
37. Students will
demonstrate
knowledge of the
“4 V’s” theory of
leadership by
Grace (Center for
Ethical
Leadership)
38. Student will
describe
personal
application of the
above theory
(Grace)
39. Student will show
knowledge of the
“Situational
Leadership”
theory by Hersey
& Blanchard

Leadership Inventory Revised 08/22/2017 13

40. Student will
describe
personal
application of the
above theory
(Hersey &
Blanchard)
41. Student will show HDF 190 Sports Teams When I first began to understand what the Relational Leadership model, I liked how it was very inclusive and made people feel comfor
knowledge of the connecting with others and working together to create a common goal.
“Relational
I found all the points of the Relational model to inhabit what I value. It is important to always be purposeful in actions or when wanting
Leadership”
model by welcomed and heard.
Komives, I value inclusivity because it is important for people to feel valued and free to express what they believe. Empowering others makes the
McMahon & true relationship based on trust. And being process-oriented, people are able to learn new things, but still have a clear end goal. I have p
Lucas Leadership model create an environment that allows a sports team to bond and thrive.

Rayner, L. (2020, September 14). What is the Relational Leadership Model? Graduate Programs for Educators. https://www.graduateprogram.org/2

42. Student will HDF 190 ReStore One-way relational leadership has impacted my life is through my involvement with ReStore. I work with peers in constructing a business plan for
describe Providence Habitat for Humanity as they build a ReStore from the ground up. The dynamic my group leader, Jack, has established allowed for us
personal to work individually but also collectively as Jack delegates deliverables we must complete. Each meeting, Jack starts with an ice breaker which allows for us
application of the to better know each other. He then asks us all to share what we have completed and what we still need to work on. This allows us to gain confidence in sharing with
above theory one another and ask questions we think others can answer. The way Jack has led us as allowed for my team members and I to grow professionally and with each
(Komives et al) other, which is the premise of the Relational Leadership.

43. Student will show BUS140G, Traveling and The theory of constructivism states that learners compose their own knowledge rather than take information in unconsciously. When
knowledge of the HDF 190 internship people have experience in the world, they build their own collection of information and incorporate the new information to pre-existing
concept of
knowledge. People learn the most when they are learning through experiences. Learning also is a social process and should be done wi
constructivism
a group in order to build knowledge. Ultimately, the goal of teaching is to provide students with experiences that allow for constructivi
to occur.

Constructivism. Center for Educational Innovation - University at Buffalo. (2020, December 8). http://www.buffalo.edu/ubcei/enhance/lea

44. Students will

describe
personal
examples of
implementing
constructivism
45. Student will
demonstrate
knowledge of the
Experiential
Learning Model
(Kolb)
Leadership Inventory Revised 08/22/2017 14
46. Student will
describe
personal
application of the
Experiential
Learning Model
(Kolb)
47. Student will show HDF 190 ReStore, After looking at the Social Change infographic Peer leaders created for class, I gained a better understanding of what Social Change
knowledge of the Activism truly means. I knew what it meant to be an activist and create a reformation, but I never truly understood what it meant to take
“Social Change
Clubs steps to creating or pursuing a true movement. The seven “C” associated with this model make creating a change more obtainable.
Model of
Leadership For starters, conscious of self, is being aware of yourself. This is through feelings, values, and beliefs. Congruence is thinking with
Development” by Others. It is being honest, consistent, and authentic in feeling thoughts and behavior. Commitment is being motivated
Astin et al individually and collaboratively to work towards a common goal. This is important as all must work together but share their different
ideas to the group. Common purpose is working with shared values and end goal. This is important as with different view points there
a common goal to reach with everyone’s help. Controversy with civility means that when differences arise it is important to explicitly
discuss the issues and respect others for those viewpoints. It is also important to establish trust with group members in this stage as we
Citizenship means being connected to the group you are working with. It is necessary to gain the respect of those you are helping or to
A connection to someone in that group. All in all, these seven characteristics help create change in communities and result in leaving an

Beck , K., & Al-Amir, J. (n.d.). Social Change Model . Canta.

https://www.canva.com/design/DAEaEyiB76s/fn64xRQKXWLIC9NXrequ5g/view?utm_content=DAEaEyiB76s&utm_campai

Wagner, W. (n.d.). The Social Change Model of Leadership: A Brief Overview. essay.

48. Student will HDF 190 Black Lives In the last year, Black Lives Matter movement has gained lots of momentum through social media sites. After recent events, I have
describe Matter become more invested in learning ways I can help support those who are being discriminated against. I began to sign up for newsletter
personal signed petitions, and read more about how institutionalized discrimination is unconsciously impacting us all. I follow accounts on my
application of the
above theory Instagram to help keep me up to date and share on my story posts I feel are educational. Although I am not more invested in the movem
(Astin et al) I feel that my small impact makes others think and become more aware of their judgements towards a culture none of us are apart of.
49. Students will
demonstrate
knowledge of the
“Leadership
Identity
Development
Model” by
Komives et al
50. Students will
describe
personal
application of the

Leadership Inventory Revised 08/22/2017 15

 above theory.
(Komives et al)
51. Students will
demonstrate
knowledge of the
Strengths-
Development
Model by Hulme
et al
52. Student will
describe
personal
application of the
above theory
(Hulme et al)
53. Student will
demonstrate
knowledge of
behavior theories
of leadership
from Michigan
and Ohio State
54. Student will
describe
personal
application of the
above theories
(Michigan & Ohio
State)
55. Student will
demonstrate
knowledge of
Charismatic
leadership
56. Student will
describe
personal
application of the
above theory
57. Student will
demonstrate
knowledge of
contingency
approach to
leadership by
Fiedler
58. Student will
describe
personal
application of the

Leadership Inventory Revised 08/22/2017 16

 above theory
(Fiedler)
59. Student will
demonstrate
knowledge of
Path-Goal theory
by House
60. Student will
describe
personal
application of the
above theory
(House)
61. Student will
demonstrate
knowledge of
Leader Member
Exchange (LMX)
theory by
Dansereau,
Graen & Haga;
Graen &
Cashman; Graen
62. Student will
describe
personal
application of the
above theory
(Dansereau,
Graen & Haga;
Graen &
Cashman;
Graen)
63. Student will
demonstrate
knowledge of
Leadership
Substitutes
Theory
64. Student will
describe
personal
application of the
above theory
65. Student will
demonstrate
knowledge of
Models of leader
emergence

Leadership Inventory Revised 08/22/2017 17

66. Student will
describe the
impact of traits
on leadership
emergence and
performance
67. Student will
demonstrate
knowledge of
Chaos approach
to leadership by
Wheatley
68. Student will
describe
personal
application of the
above theory
(Wheatley)

Leadership Inventory Revised 08/22/2017 18

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

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

Leadership Inventory Revised 08/22/2017 19

 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of URI 101 Athletics Title IX is known as not being discriminated against for your gender. More specifically not being able to
relevant laws and policies related to be excluded from events, benefits, or financial assistance. Because Title IX is under the Education
issues of equity and its relationship to Amendment of 1972, this is to help discrimination against gender for any facility getting funds from the
leadership (i.e., Title IX, Affirmative Federal Government. This act helps promote gender equality and gives financial assistance equally to
Action, Protected Classes, etc.) all publicly funded schools. Title IX has also helps with sexual harassment, bullying, pregnancy
discrimination, and sexual violence.
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix

Leadership Inventory Revised 08/22/2017 20

97. Student will create a personal code of
inclusive leadership

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of COM 100 ECN 202, ECN 201, JOR 100 Just in recent months, I have truly understood what it means to be a critical thinker. When someone is
critical thinking thinking, they are often left to their bias ideals when cultivating a response or asking a question. There
are a few components to critical thinking. Critical thinking is defined as “mode of thinking…in which the
thinker improves the quality of their thinking by skillfully taking charge of the structures inherent in
thinking and imposing intellectual standards upon them” (Defining Critical Thinking)
). In short, a true critical thinker raises vital questions and problems, formulating them clearly. They
also gather and assess all relevant information and interpret it effetely to come to conclusions.
Thinking open-mindedly and communicating the problem efficiently. A critical thinker is self-disciplined,
self-monitored, and self-directed when it comes to cultivating the right information. I believe I critically
think when working on ECN homework. My ECN class is asynchronous and only taught by a few 20
min lectures. When I take my notes, I write down information I feel will benefit me when I look back on
my notes and I also write down questions that I have when comprehending the information. I often
meet with the TA to discuss the information and make sure I understand it correctly.

Defining Critical Thinking. (n.d.). https://www.criticalthinking.org/pages/defining-

critical-thinking/766.

100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management

Leadership Inventory Revised 08/22/2017 21

106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of COM 100 Delta Sigma Pi In my communication class last semester, I remember my professor sharing the difference between
active listening techniques listening and hearing. I use these words interchangeable and was shocked to learn their true meaning.
First off, hearing is just receiving the noise waves. But listening is interpreting these noises and giving
feedback. There are five techniques that help with active listening. In my communication class, we
learned about the five stages of listening. This was created by Joseph DeVito and defines what it
means to truly actively listen. The first stage is receiving. The listen is receiving the information in turn
makes for the listener to understand, the second stage. Here the information is translated into
something that listener can mentally obtain. Next, is remembering. This step is essential as
remembering the information received helps with knowing now to respond. Evaluating is the next
stage, and here the listener is deciding what information should be kept and what should be forgotten,
in lack of better terms. Lastly is responding. In this last stage, the listener is now taking all 4 previous
steps and combining the information received to create something they can reply with.

University of Minnesota Libraries Publishing edition, 2016. This edition adapted from
a work originally produced in 2011 by a publisher who has requested that it
not receive attribution. (2016, November 8). 4.4 Stages of Listening. Stand up
Speak out. https://open.lib.umn.edu/publicspeaking/chapter/4-4-stages-of-
listening/.

Leadership Inventory Revised 08/22/2017 22

110. Student will describe examples of using COM 100, ECN Delta Sigma Pi In my business frat, it is essential that I actively listen during my events. As VPPA, I must start the
active listening skills 201, ECN 202 questions for the presenter to answer. Some of the questions I write before the event are answered
within the presentation which means I must think of new ones on the spot. For this, actively listening
allows me to use all five stages to think of a response.
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings

Leadership Inventory Revised 08/22/2017 23

128. Student will describe personal examples of COM 100 Delta Sigma Pi Again, in my business fraternity, I am the Vice President of Professional Activities. My position requires
organizing meetings / setting agendas / me to host events with business professionals that will enlighten my chapter with knowledge of the
leading meetings business world. I have led four meetings this semester with speakers from across the country in a
variety of fields. The first steps in organizing a meeting is knowing what you are wanting in the meeting.
For me, in the beginning of the semester, I listed a few ideas of events I wanted to host before the
school year ended. I then posted this list on a Facebook Group where speakers and VPPA share
ideas/ look for speakers. There, multiple individuals reached out to me regarding topics they would like
to share, and we swapped contact information. Through this contact information, I would set up a time
to meet virtually to discuss their ideas and share what I am looking for in the event. After this
conversation, we would set a date to host the event. A few days before the event, I would reach out
again with a review of what we discussed and reminder of time. When leading the event, I introduce
the speaker/speakers and share information that they would like me to share about themselves. After
they present, I often have a few questions prepared to ask and then open it to the rest of my chapter.
After the event, I also send a “thank you” email. I feel this process has worked well for me and I
continue to use it to have successful events.
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
Leadership Inventory Revised 08/22/2017 24
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in COM 100, URI RecWell Attendant Apart of my training through RecWell, I had to participate in SafeZone training through the Gender and
communicating and engaging in difficult 101 Sexuality Club. This two-hour training session allowed for me to gain a better understanding of proper
dialogues related to diversity and inclusion. terms, rights and much more for those who are in the LGBTQ community. The biggest take away for
me were in regard to the proper terms used to describe someone’s identity and ways as a worker to
help support them. This conversation presentation allowed for me to interact with those in the
community and hear first-hand the impact other’s have when they are not supported properly. I
remember watching a video where someone who transitioned explained how professors would not call
them by their preferred name because it was not the name on the roster. This was impactful to me as I
would never think that a name change would result in such a big disagreement. This is just one
example of how those in different minority communities are discriminated against and are left to feel
isolated in places they should feel welcomed.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples BUS140G, Delta Sigma Pi As a freshman leader, it is hard to gain respect from upperclassmen. In Delta Sigma
related to maintaining accountability as a HDF 190 Pi, my position requires me to host events with professionals on topics that would
leader
benefit my chapter (examples are Career choices, what to expect after graduation,
etc). I had an event planned for one evening after our chapter, and with
miscommunication the speaker did not arrive at the time I remembered. To say I
was embarrassed was an understatement, but I learned a lot about how to handle
communication better with others and my chapter. When I recognized the speaker
was not going to show up, I told my chapter that the event was canceled and
thanked them for still coming. I ended up talking to our speaker and shared that
with miscommunication the event was canceled. I talked to him in front of a few of
my peers still on Zoom. This conversation made me be accountable for the mishap
and take responsibility for the miscommunication.
Leadership Inventory Revised 08/22/2017 25
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
155. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of HDF 190, Sports Teams, Orientation Mentoring is a great resource that helps when leading someone as it is seen as a
mentoring and being mentored ECN 201 Leader (high school) relationship rather than a superior/subordinate association. For me, I enjoy being
mentored and mentoring as it makes me feel better when making decisions to see a
different perspective. Specifically, in HDF 190, Emma was my Peer Leader, but more
importantly she was a friend. Emma helped ease my worries when it came to group
projects, individual work, and due dates. She helped me come to my own
conclusions about what to do while sharing input on what she thinks would work
best. Emma also encouraged me to apply for a leadership position and believed in
me when I was second guessing myself. This is a true mentorship as she works with
me but also pushes me to do better. An example of me mentoring is through my
position as co-coordinator for the Class of 2024 Freshman Orientation at my high
school. My position allowed me to mentor about 20 peer leaders on different topics
ranging from how to welcome the new freshman, how the day should run, and
other details. It was important for me to establish relationships, much like Emma, to
ease the nerves of those who I mentored. After a successful day, I was proud of my
mentees and appreciated all they had done to help the day run as smooth as
possible.
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers

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Leadership Inventory Revised 08/22/2017 27