Leadership Development: Outcomes & Evidence Progress Inventory

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.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
● Center for Student Leadership Development Information
● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)

● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership
Theories, Inclusive Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately
include some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the
areas of interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the
credits must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does
not apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class
must be taken before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space
in any required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community
Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in MSL 101: Introduction to Military Leadership
COM 202: Public Speaking Organizations MSL 201: Leadership & Military History
COM 208: Argumentation and Debate CSV 302: URI Community Service MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 150: Introduction to Women’s Studies MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 310: Race, Class, Sexuality in Women’s Lives MSL 301: Leadership & Management
COM 250: Small Group Communication GWS 350: International Women’s Issues PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking HDF 190: First‐Year Leaders Inspired to Excellence PHL 212: Ethics
COM 308: Advanced Argumentation (FLITE) (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 290: Modern Leadership Issues (introductory course PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions option) PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 291: Rose Butler Browne Program Peer Mentoring SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory Program THE 221: Stage Management
COM 385: Communication and Social Influence HDF 412: Historical, Multi‐Ethnic, & Alternative THE 341: Theater Management
Leadership (capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT &
INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the
classes list these outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the
assignments can serve as your evidence. Periodically, and not less than at the end of each semester, you should update your outcomes
progress. In the “additional experiences” column, name additional classes or experiences that contributed to you becoming
proficient in that outcome. As the semesters pass, you will think of things from recent semesters and semesters further in the past, or
people or jobs, etc. in your past that also influenced your progress on that outcome. Do not let that ambiguity upset you. Reflecting
on development is not a linear process, but it does help to reflect often. In the “descriptive notes” column, share insights about your
growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence that supports your
development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of
your evidence to include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will demonstrate

autonomy and a minimized COM 100, BUS Greek Life Before I even started the college admission process, I knew I wanted to be a part of a
need for approval 140G sorority. I would search up YouTube videos on sorority house tours, watch movies 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 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 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 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.
personal, organizational, and HDF 190 Delta Sigma Pi, As I have now been a college student for a year now, I have learned the importance of
academic examples of ReStore, ECN having a schedule and managing time. Throughout high school, I had a strict sche COVID,
self-discipline 202 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 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 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 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 bed every morning allows for my
day to start off with a simple task completed and energizes me to continue to be active.
3. Student will demonstrate the COM 100, Therapy, As a young child going through my parents divorce, it was hard to comprehend
ability to manage emotions HDF 413 exercise what was happening. I was confused, angry, sad, discouraged, and more. I had no
knowledge on how to properly communicate my emotions and would often lose full
control, resulting in fights and ultimately more anger. I had begun to bury my
feelings to try to conceal what I really felt. It wasn’t until my sophomore year of
high school that I truly invested in therapy. After one session, a large amount of
weight had been lifted off my shoulders. My therapist taught me ways to properly
communicate my emotions and exercises to ease my anxiety. One practice I was
introduced to was accepting my emotions. Whenever I feel upset or unhappy, I
identify the emotion and identify the reason I am emotional. This helps me ease
my anxiety over the problem, and come up with solutions faster. Another thing I
continue to do is a mood journal. This helps me release my feelings in a more
appropriate manner and allows me to reflect, not react. I still continue therapy once
a week which helps me understand and unpack more than I would by myself.

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

practice of the personal code
of ethics
8. Student will express a

personal values statement HDF 190 Adaptive PE, In HDF 190, we completed the VIA Strength assessment. After completing, my top 5 traits
(Sources = VIA, values College represent me well. I received Kindness, Judgement, Social Intelligence, Lead others”, and I
clarification exercises, etc.) Admission am always wanting to extend an arm to help someone when needed. Judgement is
process, Alpha described as “thinking things through and examining from all sides”. One way I related to
Delta Pi 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 around Social Intelligence helps me
be aware of those around me. Leadership is self-explanatory and why I am interested in
pursuing this minor. And lastly Curiosity fuels my adventurous side and allows for me to
be open to new experiences.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 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 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

practice of the personal values
statement
10. Student will demonstrate the COM100 Delta Sigma In my business fraternity, I hold the position of Vice President of Professional
ability to lead a project from Pi Activities. With this title, I am responsible to host three events a semester with
start to finish (follow-through) business professionals to speak about relevant business matters. I contact each
speaker, work on a time to connect with them, plan a date, market the event to my
chapter and other chapters, host the event, and then send thank yous. Through
this process, I have learned to keep a professional tone, how to communicate
effectively, and work with others
11. Student will describe goals

and objective statements
regarding personal issues,
career issues, and community
issues
12. Student will show evidence of Alpha Delta
goals and objectives that were URI 101, ECN Pi, Delta Before arriving at the of Rhode Island last fall, I made a deal with myself that I would be
planned and achieved 201 Sigma Pi, an active member of the URI community and seek to find areas that w first year, I am
RecWell proud to say that I successfully accomplish my goal. In the fall, I rushed Delta Sigma Pi
Attendent (professional business fraternity) and was initiated a few months l 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 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 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 led and gained First-Aid training to help in emergency
situations. With just these three different types of involvement, I have successfully found
my place at this University
Revised: Last year, my focus as a freshman was to get involved on campus. I joined many
organizations and created a lot of friendships. This year, as I am beginning to enter the
business school, my goal was to gain more experience and connections through
opportunities. Since September I have applied to multiple internship opportunities. After
going through multiple interview processes, I received a role at The Empowerment Factory
in Pawtucket, RI. The Empowerment Factory is a non-profit organization that teaches inner
city children social and emotional health through art. I am excited to start as a
Social-Media manager. I am proud of myself for continuing with the process and not
getting discouraged.
13. Student will show knowledge MKT 265 MKT 265, Maslow’s “Hierarchy of Needs” has five tiers. These tiers, put in a specific order,
of the “Hierarchy of Needs” HDF 190 show the requirements for humans to prosper. First, physiological needs include
theory by Maslow basic human needs like water, food, shelter, reproduction, etc. With this as the
bottom tier, these requirements must be fulfilled before assessing other needs.
Next, Safety includes personal protection: emotional stability, theft, financial
security, and violence. Love and belongings needs are third. This tier is about
human connections, friends, family, spouses. With developed relationships,
humans feel needed and appreciated which allows them to focus on esteem
needs. Esteem needs include self-confidence and self-respect. Maslow separated
these two because esteem can be broken down to respecting others and
respecting yourself. Last, Self-actualization needs are known as being the best
you can. This section includes education, music, athletics, cooking, gardening, etc.
These five tiers are the platform for human performance and how they engage with
their environment.
MasterClass. “A Guide to the 5 Levels of Maslow's Hierarchy of Needs - 2021.”

MasterClass, MasterClass, 8 Nov. 2020,
https://www.masterclass.com/articles/a-guide-to-the-5-levels-of-maslows-hierarchy
-of-needs#what-are-the-5-levels-of-maslows-hierarchy-of-needs.
14. Student will show application MKT 265 MKT 265 In my marketing class this year, we discussed the importance of the hierarchy as
of Maslow’s theory to own life completing it allowed for people to purchase more goods. With each tier comes
different worries and distractions. Once those worries are elevated, priorities are
readjusted. This is what we discussed in my marketing class. Once people are
satisfied, they begin to look at products that can protect them even more, or
products to solve other problems they face. In our class, we set up a business to
help students create their schedule with ease.
15. Student will show knowledge

of the theory of
Superleadership by Manz &
Sims
16. Student will show application
of Manz & Sim’s theory to own
life
17. Student will describe HDF 190 Occupational The Gallup Assessment provided more characteristics that I feel I embody. First is
StrengthsQuest Signature therapist Futuristic, and I feel like this applies to me as I am always looking for the end goal
Themes, shadow side of Internship and relationships with others as I want to connect with people and truly get to
Strengths and/or weaknesses, know them. Next is Empathy, and this represents me as I am very aware of
and examples of application people’s emotions. extraordinary. I am always thinking of things to do to help
(Source = Gallup) enhance a project.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. 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 with exercises. I used Empathy when working with them as they
struggled to get up or have mobility. I used Futuristic to help encourage them to
reach their end goal, which 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 encourage the patients to work harder
through this.
Gallup. (2021, April 14). CliftonStrengths. Gallup.com.

https://www.gallup.com/cliftonstrengths/en/home.aspx?utm_source=google&utm_
medium=cpc&utm_campaign=us_strengths_branDBhAMEiwA7xYrdxjwUa_BY5Ev
wggejKOvUXSVVQNirzffqVL_txa_dX3rOsMO8reFnxoCYxkQAvD_BwE.
18. Student will describe personal

leadership style and/or
personality style including
strengths and weaknesses
and examples of application
(Sources = Leadership style
inventories, the L.P.I., Type
Focus (MBTI), LAMP, DISC,
and other career inventories,
etc.)
Outcome Category: Leadership Theories
Experiences

of the “Authority and
Bureaucracy” theory of
leadership Weber

application of the above
theory (Weber)

of the “Scientific Management”
theory of leadership by Taylor

theory (Taylor)

of the “Management by
Objectives” theory of
leadership by Drucker

theory (Drucker)

of “Theory X and Theory Y”
theory of leadership by
MacGregor
theory (MacGregor)
27. Student will show knowledge HDF 190 Restore and Delta Sigma
of the “Servant Leadership” Pi Throughout the last few weeks, I feel I have become very
theory of leadership by knowledgeable about servant leadership. Servant Leadership model
Greenleaf is when a leader uses his position to benefit others, without looking
for anything in return. The possess characteristics that help them
connect with people(listening, empathy, self-awareness), encourage
them (commitment to the growth of people, persuasion) and lastly
create a welcoming environment growth, community, stewardship).
One way this has greatly impacted my life, is with my experience in
community service.In high school, I always wanted to be apart of
something that created a better environment for others. I
Helped-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.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 describe personal HDF 190 Alpha Delta Pi One of the reasons why I joined a sorority was to get back into
application of the above helping communities and serving others. I resonated with Alpha Delta
theory (Greenleaf) Pi’s philanthropy,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 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 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 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 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 have already felt like I have impacted many
lives and am excited to see the impact I can make in the next few
years.

of the “Principle Centered
Leadership” theory by Covey

theory (Covey)

of the “14 Points / TQM”
theory of leadership by
Deming

theory (Deming)

of the “Visionary Leadership”
(now often cited as
“Transformational
Leadership”) theory by
Sashkin

theory (Sashkin)

of the “Individuals in
Organizations” leadership
theory by Argyris

theory (Argyris)
37. Students will demonstrate

knowledge of the “4 V’s”
theory of leadership by Grace
(Center for Ethical
Leadership)

theory (Grace)

of the “Situational Leadership”
theory by Hersey & Blanchard

theory (Hersey & Blanchard)
41. Student will show knowledge HDF 190 Sports Team When I first began to understand the Relational Leadership model, I liked
of the “Relational Leadership” how it was very inclusive and made people feel comfortable connecting with
model by Komives, McMahon others and working together to create a common goal. I found all the points
& Lucas of the Relational model to inhabit what I value. It is important to always be
purposeful in actions or when wanting welcomed and heard.I value
inclusivity because it is important for people to feel valued and free to
express what they believe. Empowering others makes the 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 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 describe personal HDF 190 Restore One-way relational leadership has impacted my life is through my
application of the above involvement with ReStore. I work with peers in constructing a business plan
theory (Komives et al) for Providence Habitat for Humanity as they build a ReStore from the
ground up. The dynamic my group leader, Jack, has established allowed for
us 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 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 one another and ask questions we think others can
answer. The way Jack has led us has allowed for my team members and I to
grow professionally and with each other, which is the premise of Relational
Leadership.
Revised: The more opportunities I have had leading, the Relational

Leadership Model is one that I relate to most. One of the most
impactful experiences I have had was at the Leadership Institute. As
a peer leader, I developed relationships with my fellow peers and
students I led. LI allowed me to gain confidence as a leader because
of the support I felt from my co-leaders. Having a relationship with
them that allowed me to feel comfortable to make mistakes or ask
questions allowed me to help my students even more. I remember on
the second day, having them share their Mosaics and how much they
shared after only knowing each other for a few hours. I still keep in
contact with those in my group and have enjoyed seeing them flourish
at URI.
43. Student will show knowledge BUS 140G, Traveling and internship The theory of constructivism states that learners compose their own
of the concept of HDF190 knowledge rather than take information in unconsciously. When people have
constructivism experience in the world, they build their own collection of information and
incorporate the new information to pre-existing knowledge. People learn the
most when they are learning through experiences. Learning also is a social
process and should be done with 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 MKT 265 Kanu Business, Delta Sigma This semester I am taking Marketing 265 with Scott Asadorian . Through
personal examples of Pi events this class, I have learned about how to create, price, and promote a
implementing constructivism product/service. After learning these things in class, Scott asked us to create
a business for URI Students. My group created Schedule4U, a schedule
making business for students who are overwhelmed with schedule making.
Using the knowledge from class, we priced the service, created social media
content and flyers, and published our business on the app Kanu.
Also with what Scott taught us in class, I promote my events I create for
Delta Sigma Pi.
45. Student will demonstrate HDF 413 All Classes Kolb’s Learning Styles was created to help understand learning styles, most
knowledge of the Experiential specifically to identify who other’s obtain knowledge. It is separated into two
Learning Model (Kolb) parts: a 4-stage cycle of learning and 4 separate learning styles. The first of
the two, cycle of learning, indicates the process of which learner’s “touch all
bases”. The four stages begin with meeting a new idea or reintroducing the
idea (Active Experiment), doing or participating in the activity (Concrete
Experiment), reviewing the results (Reflective Observation), and lastly,
learning of new ideas or findings (Abstract Conceptualization).
The 4 learning styles are Diverging, Assimilating, Converging, and
Accommodating. Diverging, also known as feeling and watching, understand
different viewpoints. This group would rather watch than do, and are known
to be interested in alway learning. Assimilating, watching and thinking, are
known to have a more logical approach. They are more interested in ideas
and concepts than people. Those who identify with converging, doing and
thinking, are great problem solvers and use their learnings to find solutions.
These people create practical uses for ideas and theories. Lastly,
Accommodating, doing and feeling, enjoys a “hands on” approach to
learning. This group is attracted to new experiences and carry out plans
effectively.
Mcleod, S. (n.d.). Kolb's learning styles and experiential learning cycle.
Kolb's Learning Styles and Experiential Learning Cycle | Simply
Psychology. Retrieved December 5, 2021, from
https://www.simplypsychology.org/learning-kolb.html.
46. Student will describe personal HDF 413 Sports team, Classes, and Throughout school, I have always thought of myself to be a tactile learner. I
application of the Experiential Organizations have understood more when I am physically doing a project or activity. But,
Learning Model (Kolb) after learning more about this model, I have identified as Accommodating.
With one of my top strengths being empathy, I feel that this connection of
doing and feeling is a combination that allows me to succeed in
environments. One example of this was my senior year field hockey season.
During this season, our team morale was at a low. We were losing games,
blaming each other, and losing interest in the sport altogether. I talked to my
coach, and implemented some exercises we could do to encourage each
other. We would write names on our wrist for who we were playing for, write
goals for each game and put them on our sticks, and talk as a team about
what was happening to us as a whole. After doing this for a few weeks, we
began to win more games and eventually made it to our state tournament.
With this experience, I felt our team’s disappointment in each other and felt
the need to do something to change it. Through this, I was awarded the Tara
Morma Empowerment Award for my accomplishments.
47. Student will show knowledge HDF 190 Restore and Activism Clubs After looking at the Social Change infographic Peer leaders created for
of the “Social Change Model class, I gained a better understanding of what Social Change truly means. I
of Leadership Development” knew what it meant to be an activist and create a reformation, but I never
by Astin et al truly understood what it meant to take steps to creating or pursuing a true
movement. The seven “C” associated with this model make creating a
change more obtainable. For starters, being conscious of self, is being aware
of yourself. This is through feelings, values, and beliefs. Congruence is
thinking with Others. It is being honest, consistent, and authentic in feeling
thoughts and behavior. Commitment is being motivated 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 goals. This is important as
with different viewpoints there is 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 make 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/fn64xRQKXWLIC9NXrequ5
g/view?utm_content=DAEaEyiB76s&utm_campai
Wagner, W. (n.d.). The Social Change Model of Leadership: A Brief

Overview. essay.
48. Student will describe personal HDF 190 Black Lives Matter In the last year, Black Lives Matter movement has gained lots of momentum
application of the above through social media sites. After recent events, I have become more invested
theory (Astin et al) in learning ways I can help support those who are being discriminated
against. I began to sign up for newsletter signed petitions, and read more
about how institutionalized discrimination is unconsciously impacting us all.
I follow accounts on my 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 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.

knowledge of the “Leadership
Identity Development Model”
by Komives et al
50. Students will describe

personal application of the
above theory. (Komives et al)
knowledge of the
Strengths-Development Model
by Hulme et al

theory (Hulme et al)

knowledge of behavior
theories of leadership from
Michigan and Ohio State

theories (Michigan & Ohio
State)

knowledge of Charismatic
leadership

theory

knowledge of contingency
approach to leadership by
Fiedler

theory (Fiedler)
knowledge of Path-Goal
theory by House

theory (House)

knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga;
Graen & Cashman; Graen

theory (Dansereau, Graen &
Haga; Graen & Cashman;
Graen)

knowledge of Leadership
Substitutes Theory

theory

knowledge of Models of leader
emergence
66. Student will describe the

impact of traits on leadership
emergence and performance
knowledge of Chaos approach
to leadership by Wheatley

theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Experiences
69. Student will demonstrate how

cultural anthropology /
paradigms relate to
leadership

example of using cultural
anthropology / paradigms as
a leader

knowledge of the “Cycles of
Socialization” (Harro) theory
and its uses in leadership

“Cycles of Socialization”
(Harro)

knowledge of the “Cycles of
Liberation” (Harro) theory and
its uses in leadership

“Cycles of Liberation” (Harro)

knowledge of the
“Configuration of Power”
(Franklin) and its relationship
to leadership

“Configuration of Power”
(Franklin)

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

personal application of
model(s) of racial identity
development above

knowledge of models related
to gender / identity / gender
identity development (Lev;
Bussey; Bussey & Bandura;
Bilodeau; Gilligan; Belenky et
al; etc.)
model(s) of gender identity
above

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.)
82 Student will demonstrate

additional social identity
development model(s) above

knowledge of McIntosh’s
theory of privilege and its
relationship to leadership

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 URI 101 Athletics Title IX is known as not being discriminated against for your gender.
knowledge of relevant laws More specifically not being able to be excluded from events, benefits,
and policies related to issues or financial assistance. Because Title IX is under the Education
of equity and its relationship Amendment of 1972, this is to help discrimination against gender for
to leadership (i.e., Title IX, any facility getting funds from the Federal Government. This act helps
Affirmative Action, Protected promote gender equality and gives financial assistance equally to all
Classes, etc.) publicly funded schools. Title IX has also helps with sexual
harassment, bullying, pregnancy discrimination, and sexual violence.

of effective leadership as it
relates to change agency

examples of being a change
agent

knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in
leadership

“Model of Intercultural
Sensitivity” by Bennett

knowledge of the ally Action
Continuum by Griffin & Harro

Action Continuum by Griffin &
Harro
93. Student will show knowledge HDF 413 Alpha Delta Pi, Delta In HDF 413, I was first introduced to the Multicultural Organization
of the Multicultural Sigma Pi, Mackal Gym Development Model. This model identifies the progress a group can
Organizational Development make to become more inclusive. To use this model, a group must first
Model (Jackson) undergo an assessment to see where their organization stands and
create goals to become more change their group dynamic. This model
has three categories: Monocultural, Transition, and Multicultural. First
Monocultural, values and promotes one perspective as a group. In the
Monocultural category there are two different subcategories. One,
exclusionary, is committed to the group’s values, dominance, and
norms. This group actively excludes those who do not match their
mission or practices. The second, passive club, actively or passively
excludes those who are not in the majority. In other words, only
includes those who fit their norm.
Transition is known to include others, but under the dominant group.

Within this category, compliance and positive action are the
subdivisions. Compliance is described as a group adding new
members from different groups, but not making changes to have
individuals more included. A group in positive action is committed to
changing norms to add new members. In other words, they tolerate
the differences new members bring.
Organizations or groups that are considered Multicultural value and

integrate different viewpoints to make all members feel seen. In this,
an organization can be considered as redefining or multicultural. In
Redefining, the group actively works to create an environment that is
inclusive, diverse, and equal. This group identifies what continues to
discourage new members and changes its practices to create more
equity. When an organization is multicultural, they actively include
those who bring in different groups, viewpoints, and styles. This group
continually changes to welcome all.
Holvino, E. (n.d.). Developing multicultural organizations: A change ...

- NAAEE. Retrieved December 5, 2021, from
https://naaee.org/sites/default/files/mcodmodel.pdf.
94. Student will show personal HDF 413 Alpha Delta Pi, Delta As a member of multiple groups, it never occurred to me that the
application of the Multicultural Sigma Pi, Mackal Facility people that I surround myself with are very similar to me until this
Organizational Development lesson in class. A Greek organization is full of like-minded individuals
Model (Jackson) and has rules that members have to comply with. I would consider
these groups to be in the Monocultural category, more specifically a
passive club. I have always felt that I have been an individual that
creates a welcoming environment, but it wasn’t until the Black Lives
Movement that I recognized how uneducated I was about social
movements. After witnessing the news, I began to research ways to
be an ally and became more aware of discrimination. Last semester,
through my oncampus job, I had the opportunity to attend a SafeZone
training session. Through this, I learned more about the LGBTQ+
community and the discrimination many face on a college campus.
After this, I began to host more inclusion and diversity events for Delta
Sigma Pi. It is important to me to never make an individual feel
uncomfortable.

of the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal

application of the Multicultural
Change Intervention Matrix
97. Student will create a personal

code of inclusive leadership
Outcome Category: Critical Thinking
Experiences
98. Student will show knowledge of COM 100 MKT 265, BAI 210, ECN Critical thinking is the skill to rationalize and organize facts and ideas
principles of critical thinking and 202, ECN 201 to create connections. For someone to be able to have this ability,
fallacies (logic is used in this one must first identify the problem. This will simplify the process to
minor) find an answer. Then one must gather information and interpret what
the most important facts are. With this data, someone can make an
effective decision and properly communicate it.
Tomaszewski, M. (2021, November 17). Critical thinking skills:

Definition, examples & how to improve. zety. Retrieved December 4,
2021, from https://zety.com/blog/critical-thinking-skills.
99. Student will demonstrate COM 100 ECN 202, ECN 201, JOR Just in recent months, I have truly understood what it means to be a
proficiency of critical thinking 100 critical thinker. When someone is thinking, they are often left to their
biased 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 effectively 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.
Revised: In the last six months, I feel I have developed more to truly
understand what an asset being proficient in critical thinking is. Last
year, when I wrote this, I was completing my freshman year with
almost all my classes fully online. Now, with all my classes in person,
I have had to adjust many of my study habits. One way I feel I have
developed in critical thinking is understanding how to utilize my
professors. When I am confused on content, I ask questions that are
straightforward to help get the information I am in need of. I also
have developed new study habits to help me analyze information
and retain what I need to.
100. Student will show knowledge of

metaphorical analysis to
critically analyze self and
leadership situations

proficiency of metaphorical
analysis to critically analyze self
and leadership situations

at least five decision making
methods

examples of having used five
decision making methods

at least five problem solving /
conflict management methods,
as well as understanding the
roots of conflicts

examples of having used five
problem solving / conflict
management
106. Student will demonstrate the

ability to synthesize multiple
knowledge perspectives
(course work), competencies
(communication, writing,
information literacy or
mathematical/statistical skills)
and responsibilities (global,
diversity & inclusion or civic
knowledge)

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

Experiences
109. Student will demonstrate COM100 Delta Sigma Pi In my communication class last semester, I remember my professor
knowledge of active listening sharing the difference between listening and hearing. I use these
techniques 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/.
110. Student will describe examples COM 100, Delta Sigma Pi In my business frat, it is essential that I actively listen during my
of using active listening skills ECN 201, events. As VPPA, I must start the questions for the presenter to
ECN 202 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.
Revised: Now that I am finishing my terms as Vice President of
Professional Activities, I feel that what is written above is truly not
what this role was responsible for. As VPPA, my job is to create
events that are of relevance to the chapter’s members. For the
events I scheduled this semester, I sent out a google form to see
what my chapter was most interested in learning about. I also took
into consideration the day people were available to attend events,
types of events that would hold their attention, and marketed the
events to gain interest. Another way I showed active listening was
after each event, I wanted to receive feedback. I would ask what was
most interesting to them, what they didn’t like, or hope for next time.
Through this, I was able to create the events my chapter wanted to
attend.

knowledge of functions of group
communication by Hirokawa

application of functions of group
communication (Hirokawa)

techniques regarding giving
and accepting of feedback

of giving and accepting
feedback.

the 7D coaching model (Knott)

personal application of the 7D
Model (Knott)
elements of a Crucial
Conversation and steps to
maintain dialogue and move to
action (Patterson, McMillian &
Switzler)

of engaging in a Crucial
Conversation
119. Student will demonstrate HDF 413 Leadership Institute, Throughout HDF 413, I have learned various techniques. One
knowledge of facilitation SOLC technique was creating a facilitation plan to help a group requesting
techniques services. Through this, I learned how to create a proper agenda, time
activities, create debrief questions, and explain an activity with the
right amount of information to allow the group to come to their own
conclusion. Along with this, through 413, I also learned how to draw
the group back in when conflict might arise, rephrasing a question or
changing the topic altogether.
120. Student will demonstrate HDF 413 SOLC, Leadership My first true experience with facilitation was with Leadership Institute.
proficiency of facilitation Institute During Leadership Institute, my co-peerleaders and I worked together
techniques to create a plan to balance out the two day activities. Through this,
we used our strengths to best decide who was doing which role. We
prepared each activity with instructions, variations, and debrief
questions.
Also through SOLC, Ella and I facilitated WizBang. In this

experience, I introduced the variations. WIth this, it was easiest to
advance the game each round as people would build upon the
foundation (rules).

knowledge of de-briefing
techniques
proficiency of de-briefing
techniques

knowledge of framing based on
psychology and its use in group
facilitation

proficiency of framing based
on psychology and its use in
group facilitation

knowledge the four frames of
organizations, and the meaning
of reframing by Bolman and
Deal

application of organizational
analysis using the four frames
of organizations, and breaking
the frame / reframing (Bolman
and Deal)

organizing meetings / setting
agendas / and leading
meetings
128. Student will describe personal COM 100 Delta Sigma Pi Again, in my business fraternity, I am the Vice President of
examples of organizing Professional Activities. My position requires me to host events with
meetings / setting agendas / business professionals that will enlighten my chapter with knowledge
leading meetings of the 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.

Parliamentary Procedure

techniques for working with
difficult people

examples of using techniques
to work effectively with difficult
people

the stages of group
development
(Tuckman/Tuckman & Jensen,
Bennis or others)
examples of group
development in use
(Tuckman/Tuckman & Jensen,
Bennis or others).
134. Student will show knowledge of HDF 413 Group projects, Executive When working with a team, many different personalities are
group roles and how they Board of Delta Sigma Pi presented. What is most important is how these individuals interact
contribute to group dynamics with one another. In Benne and Sheats’ findings they identified
(Johnson & Johnson; Benne & multiple roles that groups have. These roles are separated into 3
Sheats; Knowles & Knowles; groups. First category is Task Roles. The individuals in this group are
etc.) the ones who are known to getting the work done. The different roles
in this group are seen to take step-by-step plan to complete the work.
The next group is Personal or Social Roles. This category contributes
to the groups’ performance. Some notable roles are Gatekeeper
(helping with communication throughout the group), Encourager
(keeps morales up), and Commentator (provides feedback to the
group). The last category is Dysfunctional/Individualistic Roles.
These roles are seen to disrupt the group and can weaken the unity.
Although this is not a theory, people can use this information to help
self-identify their role in a group and ultimately work on the group’s
cohesiveness.
Benne and Sheats' group roles: Identifying both positive and negative
group behavior roles. Management Training from MindTools.com.
(n.d.). Retrieved December 5, 2021, from
https://www.mindtools.com/pages/article/newTMM_85.htm.
135. Student will describe personal HDF 413 Group projects, Executive As a member of multiple groups, in these different settings, I identify
examples of group roles and board of Delta Sigma Pi, with multiple roles. In group projects I am often the one who leads the
how they contribute to group sport teams group. In this position, I would identify as the initiator. I feel more
dynamics (Johnson & Johnson; comfortable starting the project and seeing what others think after
Benne & Sheats; Knowles & going over directions and ideas altogether. However, on the
Knowles; etc.) executive board of Delta Sigma Pi, I would see myself as more of a
coordinator. In this, I often see what others are thinking and then give
feedback based on opinions or facts. I see others who hold high
positions to be more knowledgeable on many issues our e-board is
faced with.

effective memberships skills in
groups

examples of membership skills
in use

the Challenge and Support
theory by Sanford, and its
relationship to organizations

examples of using the theory of
Challenge and Support
(Sanford)

the construction / elements of
informative and persuasive
speeches

proficiency in informative and
persuasive public speaking

planning and conducting
interviews (as the interviewer)

examples of planning and
conducting interviews (as the
interviewer)

preparing for and effective
answers in interviews (as the
interviewee)

examples of preparing for and
being interviewed

effective collaboration / coalition
building (Sources:
Cilente/Komives et al; NCBI;
etc.)

examples of working in
collaboratives/coalitions

knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
149. Student will demonstrate RecWell Attendant Apart of my training through RecWell, I had to participate in
proficiency in communicating COM 100, SafeZone training through the Gender and Sexuality Club. This
and engaging in difficult URI 101 two-hour training session allowed for me to gain a better
dialogues related to diversity understanding of proper terms, rights and much more for those who
and inclusion. 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 BUS140G, Delta Sigma Pi As a freshman leader, it is hard to gain respect from upperclassmen. In
examples related to maintaining HDF 190 Delta Sigma Pi, my position requires me to host events with professionals
accountability as a leader on topics that would 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.
152. Student will describe ways to

build relationships between
leaders and members

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

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 HDF 190, Sports Teams, Orientation Mentoring is a great resource that helps when leading someone as it is seen
examples of mentoring and ECN 201 Leader (high school) as a relationship rather than a superior/subordinate association. For me, I
being mentored 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.
Revised: Recently, I was given the opportunity to speak with an executive at

CIGNA. As a woman in business, Jenn Motta has achieved what most
would call impossible. Her attitude towards those she works with allows her
to continue to grow as a leader and become someone I look up to. She has
allowed me to gain confidence in myself as a future business professional.
Her advice has helped me realize my qualifications and inspires me to
continue to apply to roles.
160. Student will describe principles

of effective peer leadership, as
well as problems particular to
peer leadership
161. Student will describe personal HDF 413 Leadership Institute As a Peer Leader at the Leadership Institute, I gained knowledge on how to
examples related to being a properly facilitate a group of individuals. With my fellow peer-leaders, we
peer leader and being led by were able to effectively assign who was doing which role based on
peers strengths. As my strengths include empathy, maximizer, and realtor, I
introduced the My Mosaic to my group of students. When I first introduced
the activity, I began with the worksheet: identifying what each square meant
and suggesting to fill out what was most comfortable for each student. I then
shared my own mosaic and allowed those who wanted to to follow. I was
surprised at how open my students got and felt great gratitude towards my
peers for feeling comfortable with me and the group.

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LEADERSHIP

Name: Morgan Smithberger

ADVISING INFORMATION (students will include own documentation)

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

CORE REQUIREMENTS- 9 Credits

Required Element Class options Notes

MINOR ELECTIVES-9 credits

1. Student will demonstrate

4. Student will demonstrate

5. Student will demonstrate the

7. Student will demonstrate

8. Student will express a

9. Student will demonstrate

11. Student will describe goals

MasterClass. “A Guide to the 5 Levels of Maslow's Hierarchy of Needs - 2021.”

15. Student will show knowledge

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

18. Student will describe personal

19. Student will show knowledge

20. Student will describe personal

21. Student will show knowledge

22. Student will describe personal

23. Student will show knowledge

24. Student will describe personal

25. Student will show knowledge

What is Servant Leadership? Greenleaf Center for Servant

29. Student will show knowledge

30. Student will describe personal

31. Student will show knowledge

32. Student will describe personal

33. Student will show knowledge

34. Student will describe personal

35. Student will show knowledge

36. Student will describe personal

37. Students will demonstrate

38. Student will describe personal

39. Student will show knowledge

40. Student will describe personal

Revised: The more opportunities I have had leading, the Relational

Constructivism. Center for Educational Innovation - University at Buffalo.

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

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

49. Students will demonstrate

50. Students will describe

52. Student will describe personal

53. Student will demonstrate

54. Student will describe personal

55. Student will demonstrate

56. Student will describe personal

57. Student will demonstrate

58. Student will describe personal

60. Student will describe personal

61. Student will demonstrate

62. Student will describe personal