Leadership Development 1

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
Minor in Leadership Studies

Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Owen Surette

Date Enrolled: 02/2022
Date of Graduation: 05/2025
*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:
o 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.
o 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:
o Engaged and experiential learning through a constructivist approach
o Inclusion, Social Justice, and Civic Engagement
o Ethical and Value-based Leadership & Relationship Building
o 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
Require Class options Notes
d
Element
Introduc HDF 190: FLITE Only offered in spring for first-year students
tory or
Course HDF 290: Modern Leadership Issues
3 Offered Fall and Spring for sophomores &
credits juniors
Internsh HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80

ip or hours & a max. of 120 hours of documented
3 Experience through Office of internship experience for graded credit
credits Experiential Learning & Community
Engagement
or
Internship Class in Academic Major
The only time the major and minor can
overlap
Capston HDF 412: Historical, Multi-ethnic & Offered only in the fall with preference
e Alternative Leadership given to seniors
3 or
credits COM 402: Leadership & Motivation
or Offered in the spring and summer with Dr.
BUS 441: Leadership Skills Leatham
Development
or
HPR 411/412: Honors Senior Offered in the fall and spring with Dr.
Seminar Cooper
Must be in Honors or have GPA of 3.3
Portfoli HDF 492: Leadership Minor Taken last spring semester of enrollment
o Portfolio (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 Additional Descriptive notes regarding learning and practice
class Experiences
1 Student will
. demonstrate autonomy HDF 190 Servant Leader, In HDF 190 we talked about how a servant leader is
and a minimized need Book Drive not selfish and goes out of their way to help the
for approval people and community around them. When they do
this, they can not have a selfish mindset because that
could jeopardize what they are trying to accomplish.
This is something I am still trying to get better at,
because I constantly seek the approval of the general
public and I want other people to see what I have
done to help others. During the speaker panel, the
man who worked in the government stated that the
people who work in the government for recognition
and money rarely ever succeed. But he said, the best
people to lead the public are the people who are only
working there to solely represent the public.
Something I have personally done when I went out of
my way to minimize a need for approval is when I
solely ran a book drive in my hometown. We donated
over 300 books and I quietly drove the books over to
the drop off site and was personally happy with my
work.
Cited Source: Class Panel
2 Student will Tour Guide

. demonstrate personal, HDF 190 In HDF 190 I learned that I need to be very organized
organizational, and and self-disciplined to be a successful leader. I also
academic examples of learned how to control my emotions to be self-
self-discipline disciplined. A great strategy that I learned is to
identify what I am feeling in that particular moment,
and figure out the consequences of showing that
particular feeling. If I am feeling aggravated, I just
think of the negative implications of showing that and
work around it.
An example of being self-disciplined in the college
academic world is when I was learning to be a tour
guide. This act required a lot of self-discipline and it is
mentally exhausting yet rewarding. I had to attend
numerous training meetings over 1 ½ months to
learn. I read the training manual, recreated a script
that worked well with my own vocabulary and then
memorized it. Memorizing eleven pages of script is
relatively difficult but I was patient and self-
disciplined and I was successful.
Cited Source: Tour Guide &

https://www.healthline.com/health/how-to-control-
your-emotions#name-it
3 Student will In HDF 190 I listened to the review that a servant

. demonstrate the ability HDF 190 Rotary Interact leader must be very inclusive and open to all
to manage emotions
opinions. A leader must not get flustered when
things go wrong because people look up to them
and if the leader is angry, it will cascade onto all
of the helpers. The leader has to be cool and
collected. For example, two years ago I was
leading a Rotary Interact event to serve
Thanksgiving last year to the residents of the
senior center. Although a couple days before the
event, volunteers kept dropping out until we
were incredibly understaffed. Even though that
was very frustrating, instead of being defeated,
we put our brains together and created a list of
students that we could personally invite. The
event was a success because no one’s emotions
got out of hand.
Cited Source: Class Panel

4 Student will
. demonstrate HDF 190 Time In HDF 190 we go over being able to manage
knowledge of stress Management your time while not letting stress dictate your
management methods
day-to-day activities. My top three stress
management methods that I constantly utilize
consist of creating a schedule, exercising, and
reducing social media. When I create my own
schedule, I can construct a busy day and make it
seem much more manageable. This allows me to
easily complete one task at a time and feel a
sense of success after each small completion.
Exercise is also a very important part in my plan,
because it keeps my body tired so my mind is
ready to think/work. And finally reducing social
media is crucial because that is my main source
of distraction. This allows me to work closely on
what I have in front of me, so I never feel
stressed about what I am doing.
Cited Source:
https://www.webmd.com/balance/guide/tips-
to-control-stress
5 Student will I understand that stress is inevitable in today’s
. demonstrate the ability HDF 190 Exams & world. There is constantly going to be an
to manage stress
Homework, overbearing weight on everyone’s shoulders to
Gym, Sports succeed in their field. So that is why I decided to
personally research techniques to keep my mind
clear and calm. It is extremely easy to get caught
up in school and work since I currently live on
campus and school is constantly surrounding me,
so I must force myself to take breaks. I allocate
hours throughout the day to going to the gym,
being with friends, playing sports with friends,
etc. I have found that physical activity, especially
with other people, has really helped me manage
my stress. Another technique that I have learned
is calling family members. I enjoy catching up
with my older siblings and my parents. They
always fill me in on very interesting stories.
After those techniques I feel even more ready to
take on the day and accomplish my tasks.
Sharma, D. A., & *, N. (2021, February 26).

Exercise and brain health. Whole Brain
Health Initiative. Retrieved April 5, 2022,
from
https://www.wholebrainhealth.org/exerci
se-and-brain-health/?gclid=CjwKCAjw0a-
SBhBkEiwApljU0ncjLj1ClEcrKvyE3WibTDut
XCfzZhGoEktIWAP5SkBhXuxHLTR2NBoCdX
4QAvD_BwE
6 Student will express a Various My personal code of leadership ethics would revolve
. personal code of leadership around making sure everyone in my ‘group’ succeeds
leadership / positions, at a project while everyone feels successful. For the
membership ethics specifically the first two years of high school, I was a part of roughly a
rotary interact dozen organizations and most of them did not include
president in high the underclassmen in the decision-making process at
school. all. It was almost like the underclassman were there
just to sit there and play follow the leader. I strongly
despised this technique because it did not encourage
people to speak their minds and for the most part,
only the upperclassmen felt involved in the club. I
notice this at URI clubs as well. When I became the
president-elect & president for my Rotary Interact
club my last two years of high school, I made sure we
had at least one meeting a month where we had an
interactive brainstorming meeting among the whole
club regardless of age. When I instituted that idea, we
broke free from the basic traditions, and we became a
more interesting club and impacted more people in
the community and abroad. Everyone needs to be
involved because everyone has different ideas and
experiences.
Some traits that I believe every ethical leader should
possess would be adaptability and inclusiveness. This
is exactly what I did in the example above, just trying
to get everyone to have a voice.
Cited Source: Ethical Leader Presentation

Center for Ethical Leadership. (n.d.). Concepts and
philosophies.
http://www.ethicalleadership.org/concepts-and-
philosophies.html
7 Student will
. demonstrate practice
of the personal code of
ethics
8 Student will express a HDF 190 In HDF 190 I learned that my top qualities consist
. personal values Community of leadership, fairness, hope, forgiveness, and
statement (Sources = service events, self-regulation. I am a firm believer that these
VIA, values personal life
clarification exercises, attributes resonate with my life, especially in my
etc.) current on-campus job. As a tour guide, I show
off my leadership, hope, and fairness skills
because I am a leader and guide to groups of
prospective students coming to the campus. I am
answering their questions and staying confident
and strong all while making answers up on the
spot. I make sure every person has a fair chance
to speak up and ask questions and I give them
hope that if they come to this school, they will
have a successful college career. Regarding self-
regulation and forgiveness, I am very forgiving to
myself if I ever fail at something that I truly was
hoping to succeed in. For example, If I was really
hoping to get a great grade on an exam and I get
a mediocre one, I am not going to get overly
angry at myself. I am going to go over what I got
wrong, figure out how I can fix it next time, and
move on.
C
9 Student will
. demonstrate practice
of the personal values
statement
1 Student will In HDF 190 I was assigned to perform a speech
0 demonstrate the ability HDF 190 Public speaking & about servant leadership during class. I started
. to lead a project from Presentations this project by attending the class presentations,
start to finish (follow-
through) including the speaker panel. I took very extensive
notes, which made it significantly easier to
recollect all of the information that they gave us.
I then talked with my friend that I modeled the
servant leadership portion after. After all the
research was done, I wrote a couple of drafts of
my speech until I was satisfied with it. I practiced
it so I was able to recite it from memory and
then during class I tried to make sure everyone
was excited for their presentation. And when I
went, everything fell into place and I ended up
following through with everything.
Cited Source: Speaker Panel

1 Student will describe In HDF 190, we were taught to think about
1 goals and objective HDF 190 ourselves and our personal goals and ambitions.
. statements regarding
We were taught to look deeper into ourselves to
personal issues,
career issues, and figure out what our main beliefs were in life.
community issues Through this process I figured out what my main
personal issues, career issues, and community
issues are. My main personal issue would be
coming to terms with failure throughout my life.
Failure is inevitable, yet it is something I strive to
avoid, just like everyone else. And when it
happens, my mood drastically changes in a
negative way for a period of time. Regarding
career issues, my main issue is time
management and a healthy balance. In the past I
have been more than willing to miss social
‘hangouts’ for career orientated events. A
balance between career and social life is
something I would like to work on and figure out.
Finally, regarding community issues I would say
my biggest issue is coming up with solutions to
help the community. I would be more than
willing to spend my time doing something
impactful, but I rarely know what to do. Helping
the community is a wonderful thing, but finding
solutions is difficult.
Overall, my character strengths helped me figure
out
Cited Source: VIA
The 24 Character Strengths. (2010).
Retrieved December 05, 2020,
fromhttps://www.viacharacter.org/character-
strength
1 Student will show Schedule In HDF 190, I ended up figuring out that some of
2 evidence of goals and HDF 190 my strengths include being an arranger and an
. objectives that were
achiever. And that is very accurate because I am
planned and achieved
constantly setting goals for myself to achieve
every single day. I typically set social, academic,
and physical goals for myself every day. For
example, my goals may include finishing my
school work before 5 pm and studying for a test,
going to the gym for one hour, and eating food
with friends at least once during the day. And I
make sure I achieve these goals during the day
and I check them off of the theoretical.
Bring up another goal
Cited Source: Strengths Quest

Gallup, I. (2020, December 02). What Are
the 34 CliftonStrengths Themes?Retrieved
December 05, 2020,
fromhttps://www.gallup.com/cliftonstrengths/
en/253715/34-cliftonstrengths-themes.aspx
1 Student will show

3 knowledge of the
. “Hierarchy of Needs”
theory by Maslow
1 Student will show
4 application of
. Maslow’s theory to
own life
1 Student will show
5 knowledge of the
. theory of
Superleadership by
Manz & Sims
1 Student will show
6 application of Manz &
. Sim’s theory to own
life
1 Student will describe HDF 190 Schedules, group In HDF 190, I learned that my strengths quest answers, my
7 StrengthsQuest project top five answers were arranger, achiever, positivity, woo,
. Signature Themes, and analytical. All of these strengths are truly present in my
shadow side of life in a variety of differetn ways. For example, arranger and
Strengths and/or achiever are in my life when I am creating schedules for
weaknesses, and various things. Whether I am creating my class schedule,
examples of homework agenda, club/organizations schedule, etc. I
application (Source = always use a schedule to keep everything ordered so I can
Gallup) achieve everything on my list and cross them out when I
finish. I feel a sense of accomplishment when I cross
something off of my list. Woo and positivity also goes hand
and hand with each other because I am always trying to be
optimistic and positive when I am interact with other people
and at the same time I want them to like me. This is
especially prominent when I am leading an academic group
project. I like to talk with everyone and keep the mood
happy. My analytical trait comes into play when I am
deciding on what to do in my day time. I weight the pros and
cons of each activity if there is a cross over and I calculate
which one holds priority.
Cited Source:
Gallup, I. (2020, December 02). What Are the 34
CliftonStrengths Themes?Retrieved December
05, 2020,
fromhttps://www.gallup.com/cliftonstrengths/en/2
53715/34-cliftonstrengths-themes.aspx
1 Student will describe

8 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
class Experiences
1 Student will show knowledge of the

“Authority and Bureaucracy” theory
9 of leadership Weber
.
2 Student will describe personal
application of the above theory
0 (Weber)
.
“Scientific Management” theory of
1 leadership by Taylor
.
2 (Taylor)
.
“Management by Objectives”
3 theory of leadership by Drucker
.
4 (Drucker)
.
2 Student will show knowledge of
“Theory X and Theory Y” theory of
5 leadership by MacGregor
.
6 (MacGregor)
.
7
“Servant Leadership” theory of In HDF 190, we learned about service leadership.
.
leadership by Greenleaf HDF Tour
190 Guiding We learned this through the theory of leadership
by Greenleaf. A servant leader goes out of their
way to interact with everyone around them to
accomplish a common goal that positively
impacts the world. The first characteristic is
listening. They need to be open to change after
attentively listening to their group members.
Another essential characteristic is awareness.
The servant leader always has to be on their toes,
ready to adapt to the situation around them.
Another characteristic is empathy, the servant
leader must be able to understand the feelings of
the people around them. This allows the leader to
make sure everyone feels comfortable. The next
characteristic is healing, which is essential
because the leader is able to heal relationships
around them. So their team is able to run
smoothly and without any hitches. The fifth
characteristic is persuasion, in the sense that
they are able to be persuaded by their group
members. The leader does not make everything
up themselves, there is interaction and
communication. Another essential characteristic
is conceptualization, and overall, this trait makes
sure the leader can produce new ideas and think
outside of the box. This trait gives them
credibility. Another trait is foresight, and this
means that the servant leader is able to predict
what is going to happen in the future based off of
past experiences. The eighth trait is stewardship,
which means that the leader is able to trust every
member of the team. If there is no trust, then the
project is not going to go far. Then we have,
commitment to the growth of people and overall
this states that the leader is not going to be
selfish and actually wants to see everyone grow
around them. Finally, the last value is building a
community, and this states that the servant
leader has to have a drive to help the people and
community around them. This makes It easier for
more people to feel involved and welcomed.
Cited Sources: Greenleaf

Autry, J. A. (2001) The servant leader: How to build a
creative team, develop great morale, and improve
bottom-line performance. Three Rivers Press.
DeGraaf, D., Tilley, C., & Neal, L. (2001). Servant-
leadership characteristics in organizational life.
Greenleaf Center for Servant-Leadership.

8
application of the above theory In HDF 190, we were taught about the topic of
.
(Greenleaf) HDF Camp
190 Counsellin Greenleaf and it states that as a servant leader,
g you are a servant first. So, this means that your
main goal is to completely focus on others to try
to change the world in a positive fashion. As a
servant leader, you can not be selfish. An example
of this in my personal life is through a camp
counselling job I possessed for a couple of
months. The main mission through that camp is
to help allow the students to grow and always be
there for them. I was watching over and 'hanging
out’ with young children for numerous hours a
day, for many weeks and it eventually got tiring.
At some points I was so tempted to not come for
a day, or leave early, because little kids can
sometimes be devils. But following Greenleaf’s
teachings, I understood that what I was doing
was helping them grow after each lesson they
learned. And even though it was aggravating for
me every once and a while, I stayed their to make
a positive change.
Cited Sources: Greenleaf

Autry, J. A. (2001) The servant leader: How to build a
creative team, develop great morale, and improve
bottom-line performance. Three Rivers Press.
DeGraaf, D., Tilley, C., & Neal, L. (2001). Servant-
leadership characteristics in organizational life.
Greenleaf Center for Servant-Leadership.
Personal Life

“Principle Centered Leadership”
9 theory by Covey
.
0 (Covey)
.
“14 Points / TQM” theory of
1 leadership by Deming
.
2 (Deming)
.
“Visionary Leadership” (now often
3 cited as “Transformational
. Leadership”) theory by Sashkin
4 (Sashkin)
.
“Individuals in Organizations”
5 leadership theory by Argyris
.
6 (Argyris)
.
3 Students will demonstrate
knowledge of the “4 V’s” theory of
7 leadership by Grace (Center for
. Ethical Leadership)
8 (Grace)
.
“Situational Leadership” theory by
9 Hersey & Blanchard
.
0 (Hersey & Blanchard)
.
HDF Overall, Komives, McMahon & Lucas
“Relational Leadership” model by
1 really focus on defining Relational Leadership
.
Komives, McMahon & Lucas 190 Tour
Guiding, which overall is a very tough thing to do. For
Leadership hundreds of years people have attempted to
institute, define leadership, there have been thousands of
Club books defining it. Yet they truly have the most apt
Ultimate definition out of all of them. It goes as follows, “a
relational process of people together attempting
Frisbee
to accomplish change or make a difference to
benefit the common good.” (Komives, Lucas &
McMahon) It is simple yet a very definitive
definition, to be a relational leader you must work
with the people around you to accomplish positive
change. Successful relational leaders always
follow these five components: purposeful,
empowering, inclusive, process oriented, and
ethical. The breakdown of all the components
goes as follows. Purposeful is making sure that
there is a reason for your actions and the people
around you have a common goal in mind to make
positive change. Empowering consists of bringing
people up around you with praise and
encouragement. This allows people to grow and
encourages them to bring innovative ideas to the
table. Inclusiveness is the concept that you never
turn anyone away based off their values, beliefs,
looks, etc. Everyone should have the right to
speak. Process orientated makes sure everyone
in the group is part of the planning process and
can utilize their strengths to improve the idea.
Lastly, ethical emphasizes using values,
standards, and morals in your leadership process.
In HDF 190 we also touched upon the
three basic principles of relational leadership. You
must know yourself and recognize that others
view things differently. You must be open,
inclusive, and ethical. And you must do the act in
a socially responsible manner.
Citation:
Komives, Lucas, and McMahon (1998) in
Exploring Leadership
Komives, S.R., Lucas, N., & McMahon, T.R.

(2013).

2 (Komives et al)
.
concept of constructivism
3
.
4 Students will describe personal
examples of implementing
4 constructivism
.
4 Student will demonstrate
knowledge of the Experiential
5 Learning Model (Kolb)
.
application of the Experiential
6 Learning Model (Kolb)
.
4 Student will show
7
. knowledge of the HDF Social In HDF 190, I was involved in a lecture where we
“Social Change 190 Change talked about the social change model. This model is
Model of Model made up of three circles and it is supposed to
Leadership Video promote leadership for social change. The three
Development” by circles are made up of group values, individual values,
Astin et al and community values. And in each circle, there are
numerous subsections. The subsections consist of 7
C’s which goes as follows: consciousness, congruence,
commitment, collaboration, common purpose,
controversy with civility, and citizenship.
The First three subsections fall in the individual values
circle. Consciousness is being self-aware and mindful
of knowing yourself and your strengths and
weaknesses. Also, you must understand your beliefs,
values, attitudes, and emotions that motivate you.
Congruence are practicing the beliefs that you say are
important to you. Your feelings and beliefs must be
consistent. While commitment is the ability to stick to
something that is important to you to accomplish a
goal in mind. You must have the energy to sere the
group and its goals without fault.
The next circle of group values circles around the next
three subsections. Collaboration is working effectively
with other people in a shared process to come to an
agreed goal. Everyone in the group has a variety of
perspectives and talents. The common purpose is
having shared values and goals to build a group’s
vision and purpose. And the controversy with civility
talks about how groups are going to have people with
different viewpoints and that these differences must
be aired openly but with civility. Finally, the last circle
of community values circles the subsection of
citizenship. Citizenship is a process where individual
people become engaged in a community while being
an active participant.
Citation:
Higher Education Research Institute. (1996). A
social change model of leadership development
(Version III). Los Angeles: University of California
Los Angeles Higher Education Research Institute.
Komives, S.R., Wagner, W., & Associates.
(2009). Leadership for a better world:
Understanding the social change model of
leadership development. San Francisco: Jossey-
Bass.

8 (Astin et al)
.
knowledge of the “Leadership
9 Identity Development Model” by
. Komives et al
5 Students will describe personal
application of the above theory.
0 (Komives et al)
.
knowledge of the Strengths-
1 Development Model by Hulme et al
.
2 (Hulme et al)
.
knowledge of behavior theories of
3 leadership from Michigan and Ohio
. State

application of the above theories
4 (Michigan & Ohio State)
.
knowledge of Charismatic
5 leadership
.

6
.
knowledge of contingency
7 approach to leadership by Fiedler
.
8 (Fiedler)
.
knowledge of Path-Goal theory by
9 House
.
0 (House)
.
knowledge of Leader Member
1 Exchange (LMX) theory by
. Dansereau, Graen & Haga; Graen
& Cashman; Graen
2 (Dansereau, Graen & Haga; Graen
. & Cashman; Graen)
knowledge of Leadership
3 Substitutes Theory
.
4
.
knowledge of Models of leader
5 emergence
.
6 Student will describe the impact of
traits on leadership emergence
6 and performance
.
knowledge of Chaos approach to
7 leadership by Wheatley
.
8 (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

class Experiences
6 Student will demonstrate how

cultural anthropology / paradigms
9 relate to leadership
.
example of using cultural
0 anthropology / paradigms as a
. leader
knowledge of the “Cycles of
1 Socialization” (Harro) theory and
. its uses in leadership
personal application of the “Cycles
2 of Socialization” (Harro)
.
knowledge of the “Cycles of
3 Liberation” (Harro) theory and its
. uses in leadership
7 Student will demonstrate personal
application of the “Cycles of
4 Liberation” (Harro)
.
knowledge of the “Configuration of
5 Power” (Franklin) and its
. relationship to leadership
application of the “Configuration of
6 Power” (Franklin)
.
knowledge of racial identity
7 development (Cross & Fhagen-
. Smith; Rowe, Bennett & Atkinson;
Ferdman & Gallegos; Kim; Horse;
Renn etc.)
application of model(s) of racial
8 identity development above
.
knowledge of models related to
9 gender / identity / gender identity
. development (Lev; Bussey;
Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender
0 identity above
.
knowledge of additional social
1 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.)
application of additional social
2 identity development model(s)
above
knowledge of McIntosh’s theory of
3 privilege and its relationship to
. leadership
application of McIntosh’s theory
4
.
8 Student will describe the
differences and similarities of
5 individual and institutional
. oppression and relationships to
leadership (Source = Three
Dimensional Matrix of Oppression)
knowledge of relevant laws and
6 policies related to issues of equity
and its relationship to leadership
(i.e., Title IX, Affirmative Action,
Protected Classes, etc.)
effective leadership as it relates to
7 change agency
.
examples of being a change agent
8
.
knowledge of the “Model of
9 Intercultural Sensitivity” by Bennett
and its uses in leadership
personal application of the “Model
0 of Intercultural Sensitivity” by
. Bennett
knowledge of the ally Action
1 Continuum by Griffin & Harro
.
application of the Action
2 Continuum by Griffin & Harro

the Multicultural Organizational
3 Development Model (Jackson)
.
9 Student will show personal
application of the Multicultural
4 Organizational Development
. Model (Jackson)
the Multicultural Change
5 Intervention Matrix (Pope)
.
9 Student will show personal
application of the Multicultural
6 Change Intervention Matrix
.
9 Student will create a personal
code of inclusive leadership
7
.
Outcome Category: Critical Thinking

class Experiences

principles of critical thinking and
8 fallacies (logic is used in this minor)
.
9 Student will demonstrate proficiency
of critical thinking
9
.
metaphorical analysis to critically
0 analyze self and leadership
0 situations
.
of metaphorical analysis to critically
0 analyze self and leadership
1 situations
.
1 Student will show knowledge of at
least five decision making methods
0
2
.
examples of having used five
0 decision making methods
3
.
1 Student will show knowledge of at
least five problem solving / conflict
0 management methods, as well as
4 understanding the roots of conflicts
.
examples of having used five
0 problem solving / conflict
5 management
.
1 Student will demonstrate the ability
to synthesize multiple knowledge
0 perspectives (course work),
6 competencies (communication,
writing, information literacy or
. mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
1 Student will demonstrate knowledge
of leadership that is used in crisis
0 (i.e., James & Wooten; Garvin;
7 Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden et al; etc.)
.
1 Student will describe examples of
leadership in crisis situations (i.e.,
0 application of James & Wooten;
8 Garvin; Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden et al; etc.)
.
Outcome Category: Interpersonal and Organizational Concepts & Skills

class Experiences

of active listening techniques
0
9
.
using active listening skills
1
0
.
of functions of group communication
1 by Hirokawa
1
.
application of functions of group
1 communication (Hirokawa)
2
.
techniques regarding giving and
1 accepting of feedback
3
.
giving and accepting feedback.
1
4
.
7D coaching model (Knott)
1
5
.
application of the 7D Model (Knott)
1
6
.
elements of a Crucial Conversation
1 and steps to maintain dialogue and
7 move to action (Patterson, McMillian
& Switzler)
.
engaging in a Crucial Conversation
1
8
.
of facilitation techniques
1
9
.
of facilitation techniques
2
0
.
of de-briefing techniques
2
1
.
of de-briefing techniques
2
2
.
of framing based on psychology and
2 its use in group facilitation
3
.
of framing based on psychology and
2 its use in group facilitation
4
.
the four frames of organizations, and
2 the meaning of reframing by Bolman
5 and Deal
.
application of organizational analysis
2 using the four frames of
6 organizations, and breaking the
frame / reframing (Bolman and Deal)
.
organizing meetings / setting
2 agendas / and leading meetings
7
.
examples of organizing meetings /
2 setting agendas / leading meetings
8
.
Parliamentary Procedure
2
9
.
techniques for working with difficult
3 people
0
.
ACC 201 When a mandatory assignment is given to a
examples of using techniques to
3
1
work effectively with difficult people HDF group of people, it is extremely likely that at
. 190 least one person is going to put in minimal to no
effort in the project. I typically lead and facilitate
the group projects I participate in, and I have to
frequently work with ‘difficult’ people. A recent
example of this was during an accounting project
when one of my group members texted in the
group chat rarely and I noticed that they never
started their section hours before the deadline. I
originally set up a zoom meeting days before the
deadline to talk about the project to make sure
we were all on the same page. They were unable
to attend, so I communicated their role very
clearly to them through text message. When I
realized they made no progress with their work, I
ended up reaching out and called them
individually. After talking with them for roughly
ten minutes explaining the project more in depth
and clearly outlining their section. It was
complete within an hour.
Overall, my main technique revolved around
constant communication and clearly articulating
the task. I tried to simplify the assignment and I
was constantly there as extra support. At the end
of the day, the assignment was handed in on
time and we received a great grade.
Citation:
Personal Life
stages of group development
3 (Tuckman/Tuckman & Jensen,
2 Bennis or others)
.
examples of group development in
3 use (Tuckman/Tuckman & Jensen,
3 Bennis or others).
.
group roles and how they contribute
3 to group dynamics (Johnson &
4 Johnson; Benne & Sheats; Knowles
& Knowles; etc.)
.
examples of group roles and how
3 they contribute to group dynamics
5 (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
.
effective memberships skills in
3 groups
6
.
examples of membership skills in
3 use
7
.
Challenge and Support theory by
3 Sanford, and its relationship to
8 organizations
.
examples of using the theory of
3 Challenge and Support (Sanford)
9
.
construction / elements of
4 informative and persuasive
0 speeches
.
in informative and persuasive public
4 speaking
1
.
planning and conducting interviews
4 (as the interviewer)
2
.
examples of planning and
4
3
conducting interviews (as the
interviewer)
HDF MKT 265 I had an assignment in my Marketing 265 class
. 190 where I had to personally conduct two
interviews for a product my group and I came up
with. Overall, the mission of the interview was to
gather potential customer feedback to use for
our project. It was also recorded. Regarding
planning, we went into extreme depths to
prepare for the interviews. We first wrote down
the potential questions in an open-ended
format, talked about it, adapted them, and
followed that cycle till we were satisfied with the
questions. We then went through the probable
answers to each question, and we prepared
follow-up responses. After we had the questions
prepared, I selected two people to interview.
Before the interview, I claimed a study-room in
the Hill Side resident hall and invited the
interviewees to the room. I started off with an
introduction of myself and asked them to
introduce themselves as well. I talked calmly,
confidently, and I made small jokes when they
were appropriate to loosen the interviewees
mood a bit. I made sure each question flowed
together, so I did not seem like a scripted robot. I
also made sure that the interviewee was talking
the most and I was mostly steering the
conversation. Overall, it was a great experience
and I felt like it was very successful.
Citation:
My personal life

preparing for and effective answers
4 in interviews (as the interviewee)
4
.
examples of preparing for and being
4
5
interviewed HDF Summer I have participated in numerous interviews over
. 190 internship the past couple of years and each time I prepare
interview 2022 for a new interview, I use what I learned from
the previous ones and change my preparation
tactics. My current preparation method consists
of researching the company/entity I am
interviewing for. For example, when I was
interviewing for my summer internship at
SOVOS, I made sure to know their mission
statement, how their company operates, who
they do business with, how many employees
they have, where their headquarters are located
at, etc. The interview was over Zoom so I was
able to have my notes up on my computer
discreetly. I had common interview questions on
my screen with bullet points underneath it
where I could gain inspiration during the
interview. I feel like when I was being
interviewed for the SOVOS internship, my
interviewer asked me uncommon questions. For
example, she asked, “What do you do for fun?” I
was fully expecting her to start off with, “Tell me
about yourself.” or “Why do you want this
position?” But overall, she was trying to decipher
if I had other interests outside of just career-
orientated life. Most of her questions were
relatively unexpecting, they were mostly
questions about my personal life. Or questions
that required me to think and come up with
answers on the spot. Overall, it was a very fun
interview.
Citation:
My personal life
effective collaboration / coalition
4 building (Sources: Cilente/Komives
6 et al; NCBI; etc.)
.
examples of working in
4 collaboratives/coalitions
7
.
of techniques to communicate and
4 engage in difficult dialogues related
8 to diversity and inclusion.
.
in communicating and engaging in
4 difficult dialogues related to diversity
9 and inclusion.
.
1 Student will describe ways to
maintain accountability in
5 leadership / member relationships
0
.
examples related to maintaining
5 accountability as a leader
1
.
1 Student will describe ways to build
relationships between leaders and
5 members
2
.
examples of building relationships
5 with members as a leader
3
.
1 Student will describe how credibility
applies to leadership, as well as the
5 characteristics and skills of a
4 credible leader
.
examples of building, maintaining,
5
5
and repairing his/her own credibility
as a leader
HDF Tour Guiding One of the main tasks as a tour guide is to sell
. 190 the school to prospective students and their
parents, but that can only happen if they believe
what I say is true. Building, maintaining, and
repairing credibility is a vital part of my job. To
build credibility I do a variety of things. For one, I
wear professional clothing, I wear my Tour Guide
issued jacket along with my name tag. To start
off the tour I list the clubs, organizations, and
events I am involved in, so they understand that I
am heavily involved in campus life. Finally, I start
off the tour with numerous facts accompanies by
extremely specific numbers so they get a great
first impression of me. For example, I start off
with the fact that our student body is made up of
15,572 students. To maintain my credibility, I
speak very calmly and clearly. If I am asked a
question that I do not know, I say, “Sorry I do not
know that off the top of my head, but if you
meet me after the tour, I can help you find the
answer.” This shows that I am very honest and
am there to help them. Also, I make sure I am
prepared before the tour with all the
information, so everything runs smoothly, and it
is not choppy. Finally, there are also times where
I have to repair my credibility. This typically
happens when I say the wrong number for a
particular fact. For example, there are times
when I mix up the number of students welcomed
by the fitness centers and the number of times
students signed up for appointments through
starfish in 2020. To regain my credibility, I usually
make a joke about how I need more sleep and
say that I mixed up the numbers. I make sure I
confidently say the actual statistic and I move on
with my tour and still maintain my confidence.
Citation:
Personal Life
1 Student will describe ethical
standards in influence
5
6
.
1 Student will describe influence
applies to leadership
5
7
.
1 Student will describe principles of
effective mentoring, as well as
5 problems particular to the mentoring
8 relationship
.
Tour Guiding, Tour Guide (TG)
examples of mentoring and being
5
9
mentored HDF Gym I have had numerous experiences in my life in
. 190 which I have either been mentored by someone
or I have mentored someone. Regarding being
mentored by someone, I underwent an eight-
week training period to become a tour guide.
There were many levels of mentors in this
program. I was part of a small four-person group
with a Tour Guide Mentor watching over us,
then there was a Tour Guide overseer of the
whole training team, and then there was an
adult admissions counselor watching over us as
well. There was a surplus of people who I could
contact and ask questions from and that was
extremely useful. The most helpful resource was
the TG mentor of my small group because we
were in constant communication. She also took
me on mock tours of each section of the of the
tour, we recapped afterwards, and she explained
what I should work on, and it went through that
cycle. She was encouraging and was always there
when I needed assistance. Overall, the mentor(s)
I had made it extremely easy to learn the
material.
Regarding me mentoring someone else, an
example of this was when I guided my friend at
the gym. He was motivated to start working out
and I supported that whole-heartedly, so he
started coming to the gym with me. I showed
him the correct technique and form for each
workout, and I answered any questions he had.
After a couple of months, he ended up gaining
enough information and skill where he could
comfortably go to the gym by himself. I felt very
good about myself and proud of my friend.
Citation:
My personal life
1 Student will describe principles of
effective peer leadership, as well as
6 problems particular to peer
0 leadership
.
examples related to being a peer
6 leader and being led by peers
1
.

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LEADERSHIP

Minor in Leadership Studies

Name: Owen Surette

ADVISING INFORMATION (students will include own documentation)

 Tracking Sheet / Advising Updates

 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories,

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Values Statement

Minor in Leadership Studies

Internsh HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80

Must be in Honors or have GPA of 3.3

MINOR ELECTIVES-9 credits

Cited Source: Class Panel

2 Student will Tour Guide

Cited Source: Tour Guide &

3 Student will In HDF 190 I listened to the review that a servant

Cited Source: Class Panel

Sharma, D. A., & *, N. (2021, February 26).

Cited Source: Ethical Leader Presentation

Cited Source: Speaker Panel

Cited Source: Strengths Quest

1 Student will show

1 Student will describe

1 Student will show knowledge of the

Cited Sources: Greenleaf

2 Student will describe personal

Cited Sources: Greenleaf

2 Student will show knowledge of the

Komives, S.R., Lucas, N., & McMahon, T.R.

4 Student will describe personal

4 Student will describe personal

5 Student will describe personal

5 Student will describe personal

Outcome Target Additional Descriptive notes regarding learning and practice

6 Student will demonstrate how

9 Student will show knowledge of

Outcome Target Additional Descriptive notes regarding learning and practice

9 Student will show knowledge of

Outcome Category: Interpersonal and Organizational Concepts & Skills

1 Student will demonstrate knowledge

1 Student will show knowledge of

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