LEADERSHIP

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

Name: Kelsey Gil

Date Enrolled:
Date of Graduation:
HDF 190:

Leadership Inventory Revised 08/22/2017 1

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

Leadership Inventory Revised 08/22/2017 2

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

ADVISING INFORMATION (students will include own documentation)

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

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

Leadership Inventory Revised 08/22/2017 3

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.
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CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

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

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

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

MINOR ELECTIVES-9 credits

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

AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course
option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
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HDF 415: FLITE Peer Leadership

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BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking religious, class, ability, etc. diversity and
 Teaching and Programming commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination

Leadership Inventory Revised 08/22/2017 7

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.

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Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
Target class Additional Experiences Descriptive notes regarding learning and practice
BIO 222 -HDF 190 In BIO 222 I really learned to get over my need of validation of my answers, we are given difficult labs
-Group projects that often require research on our own. We are taught by TAs who are only a year or two older than us.
I consider myself an anxious person when it comes to schoolwork and often need reassurance. In BIO
222 I had to learn how to do anything to make sure my answers were correct given the resources and
not asking the TA every time a question came up. This section of lab was very difficult, we had to name
the muscles and learn about their origins and insertions. I had to use my lab manual and other
resources in the lab. Something that also helped me was going through the information the day before
so that the terms and pictures were not completely new. I did feel that I was not retaining as much
information because I always had someone to tell me if it was right or wrong and didn’t have to figure it
out on my own. But this semester I was able to learn more material and feel confident in my answers
by doing more outside the classroom.
Source- Self Leadership Model – URI Center for Leadership
BIO 222 -HDF 190 In BIO 222, I was challenged in ways that I have never been before. This is the hardest class that I
-Yearbook committee have taken before and was a wake up for me when coming into college. After my first test I realized
-Entering college in general that my high school studying techniques would not work for a course with this rigor. In high school I
was also used to being close with my teachers and them knowing who I am, college is very different
from that. I was on my own in a new state and taking difficult classes. This class made me more
disciplined in all aspects. My organizational and academic discipline went hand in hand, I would write
down everything that was due for that week and block out times in my schedule to do it. I also tried to
stay organized in my classes by separating my tabs by subject. In my personal/social life I would make
sure all my work was done if I had plans for something fun over the weekend. In high school I had a
bad habit of going out before I did schoolwork. Knows I know how important it is to get everything done
before the weekend starts, this way I can fully enjoy the weekend and take a break from school.
Source-Self Leadership Model – URI Center for Leadership
HDF 190 -ethic conversation In HDF 190 we did an activity where we spoke and rated about things that were ethical/ unethical. It is
-HDF 190 very easy for me to listen to other perspectives but during this activity some peoples reasoning did not
make sense to me personally, so I was angry that they were giving certain reasoning for things that I
would never give. I felt like I was being told that I was wrong for what I believed. The ethical questions
were very much all over the place, so they were a lot of things said that I disagreed with, and anger
rose because I did not think their reasoning was right, but there was no right answer when it came to
this. I held my tongue and looking back I’m glad I did because looking back at it, not everyone is
always going to side with your opinions and understand your reasoning for things. But a great leader
and classmate will accept other differences and manage their emotions when necessary. Despite my
anger listening to other people and considering what they said made me understand two perspectives.
Source: Ethical Ranking worksheet
HDF 190 -in class presentation In HDF 190 we often speak about how stressful college lifestyle can be and tips to be able to manage
-stress management meeting from stress and finding balance in everything. Stress management techniques include, planning out your
my RA week or keeping track of assignments in a planner, or prioritizing schoolwork and going to the gym.
Something else we spoke about waws to always give yourself a mental break. During a meeting with
my RA in the beginning of the semester I expressed how stressed I was about college and everything
that came with it. Something that really helps me is talking about how I feel with my friends. Something
Leadership Inventory Revised 08/22/2017 9
 that is also extremely helpful is exercising. But also understanding that stress is a normal thing that
everyone deals with is important.

Source: https://www.purdueglobal.edu/blog/student-life/college-students-guide-to-stress-management-
infographic/
5. Student will demonstrate the ability to HDF 190 -HDF 190 In HDF 190 we are always checking in on each other and talking about what we are stressed about
manage stress -Getting ready for exams and what we are excited for. This past week I have been especially stressed. Due to a family problem I
-studying for finals had to go home after my last in person midterm. I had to pick up and go and ended up having to take a
test in another state. This was extremely stressful but with the support of my family I was able to take it
without distractions and I did well. But by using a planner and by writing out my assignments that I
needed to do while I was away from school was extremely helpful. Overall if I would not have been
able to take a step back and write out everything, I needed too I would have been more stressed then
necessary.

6. Student will express a personal code of
leadership / membership ethics
Source: https://www.purdueglobal.edu/blog/student-life/college-students-guide-to-stress-management-
infographic/
HDF 190 -English class senior year In HDF 190 we discussed our personal code of ethics. Mine happens to be “Everything happens for a
-new year’s 2021 reason”. I believe in this because I feel that we make so many decisions in life and that we just must
roll with the punches to build as people. In my English class senior year, we spoke about the butterfly
effect and how something so small as waking up one minute late can change your life which opened
my eyes. On New Year’s 2021 I received extremely bad news which left me questioning everything and
my code of ethics really was shown through during this time.

7. Student will demonstrate practice of the
personal code of ethics
Source: Gallupstrengths.com
HDF 190 -cheerleading In HDF 190 we spoke about our personal code of ethics mine is “Everything happens for a reason”, this
-working with young kids can relate to all aspects in life, but it is important to acknowledge it as a leader. Being a coach for
-class young girls who are very competitive is awesome, until you lose. But after we did lose, and the girls felt
defeated it allowed them to take a step back. They were so upset with themselves and would point
fingers at each other which was not right. It hurt as a coach that the girls did not want to get close with
the girls that they didn’t know. After losing that separation between groups elongated and I also blame
social media for this. So as a coach I knew I had to do something so over the next weeks I set up fun
bonding games and exercises for the girls to get close, and they were able to. I also made a group chat
with all of us to send funny memes or tik-toks to each other. This is how I changed the outcome for the
rest of the season, and they still all hang out and have met and formed friendships with people that
they would have never been able to if we did not lose and take a step back.

8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
HDF 190 -being a captain for various sports
-meeting new people in college
-seeing my brother upset because of
kids in his class
In HDF 190 I learned that my VIA values were Leadership, Kindness, Humor, Gratitude and Curiosity.
In my own words, Leadership is the ability to make sure everyone’s voice is being heard and everyone
can be in a comfortable environment, how I feel like I am a leader is how I can radiate confidence to
others. I was a captain for a lot of my teams in high school and I feel that I was nominated because of
how much I included people and radiated positivity. I see that I am a leader during group projects and
even sometimes in friend situations.
Kindness is being able to be nice and personable to anyone I meet I think that I try to put myself in
other people’s positions a lot, but you truly never know what someone is feeling so being kind is just
the bare minimum that can make a huge difference in someone’s day, especially people in college that
you don’t really know. Going along with kindness humor can complement that as well. Adding light to
the situation when my brother was getting made fun of in class made a difference in his days and
making a joke out of it made him less upset. Humor has helped a lot to not be so serious all the time.
Gratitude means to show appreciation and acknowledgment of everything that you have in life. I feel

Leadership Inventory Revised 08/22/2017 10


9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
that I am very appreciative of all the blesses in my life and I feel that it is because that is how my
parents wanted me and my brothers to be considering how my parent’s childhood was. I was very
surprised to see that curiosity was one of my top strengths but after thinking about my day-to-day life I
realized I was. To be curious to be thinking “What if?” and “How?” in various situations, in the
classroom and personally. I think this can go along with leadership because by knowing details of
people or the task at hand it can be beneficial to the group and everyone in it.
Source: VIAstrengths.come
Yearbook -HDF 190 As a lead editor of Yearbook committee, I was given the job of creating, delegating, and planning out
Committee -NJHS the yearbook my senior year. I decided I wanted to be a part of the yearbook committee in the fall and
-THE 100 then I was elected to be a lead editor at our first meeting. I oversaw planning out the pages, getting
photos and organizing meeting with the rest of the group. The cover page was designed by a fellow
senior. There was a big-time crunch for a lot of the page so making sure that everything was done well
was important. A few roadblocks that were faces were people not agreeing on design or placement of
certain things. When something like this occurred, we would take a vote on the two ideas then go with
the idea that a majority of the group agreed with. Toward the end of the deadline, it was hard to stay
focus and not get lazy but by pushing through and getting food towards the last meetings everyone
was able to be in high spirits and get the work done. The yearbook turned out great and although this
was not a class, I learned a lot about being a leader and completing a project from start to finish.
Having purpose as the center of our goal was a positive way to stay on track.
Source- Relational Leadership Theory
HDF 190 -key club In HDF 190, I learned about the social change model and have noticed events in my life where this
-sorority model was applicable. During Greek Week I was required to fundraise $50 dollars for my sorority. I did
not think that this was considered social change but after evaluating the model in my opinion it is. We
are raising money for a rare type of childhood cancer. I learned that the federal government has not
even been able to support the families that are affected by this sickness. In a world that is controlled by
money by raising this money for the foundation they can get money for research and studies to change
the outcomes for these kids. By doing this we are creating a wave of interest and spreading
awareness. By fundraising we can give money to a great cause and give the kids affected an
opportunity to do things that they could not have without the money and support.
Source- Social Change Model -URI Center for Leadership
HDF 190 -getting into URI nursing In HDF 190/ AP LANG we spoke about our goals and the achievements that have led us to certain
AP LANG -national honor society events. An achievement I made for myself junior year was to be able to get a 1300 on my SAT to get
-becoming a captain into nursing school. I ended up not having to take an SAT, but I knew I still wanted to get into nursing
school which would be extremely competitive especially because of so many schools going test
optional. Another goal I had was to get a scholarship. I knew I had to work hard and build up my
extracurriculars to get to my goals. When the time came to apply to colleges, I was able to get into 3
nursing programs that also gave me scholarships. This was very exciting to me considering how hard I
worked and how I stay consistent to my goals.
Leadership Inventory Revised 08/22/2017 11
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
HDF 190 -during lab classes
-being a captain of a team
-wanting to shadow an executive
position for my sorority
In HDF 190 I learned my top five strengths which are Significance, Individualization, Ideation, Empathy
and Responsibility.
In my own words, Significance relates to how I enjoy finding a purpose in everything that I do and try to
find a reason about how this will benefit me. I do not like doing busy work in class that will not have a
purpose. I feel that I have a very fast lifestyle and am constantly doing things so do not like to waste
time on tasks that will not benefit me. Another part of my life that I see significance in is how I feel that
every person you meet will teach you a lesson and is significant in that aspect. I feel that ideation and
significance can go together since I always try to find a reason and a pro in anything that I might be
doing. Ideation to me means to be open to everyone’s ideas and to not have a closed mindset. I feel
that I do have ideation in me because I try to get perspectives of everyone because everyone thinks
differently and have good ideas, that can turn into greater ideas once they are all put together.
Individualization means that I try to put myself in other people’s shoes and try to understand certain
things that they have been through to treat them properly. It can also tie into empathy because by
thinking about every person as their own it can give you knowledge on how to specifically treat
someone. It dissects the quote “treat people how they want to be treated” rather than how you want to
be treated. I see myself doing this every day when speaking to certain friends compared to others.
Empathy relates to how I am very close to people and find myself being emotionally attached to people
and at time feel their pain. I often use emotions to make decisions and let them get the best of me. In
my opinion, Responsibility character strength comes from all my other strengths. Responsibility means
to allows know what is going on, it an also tie into also being on top of your work and constantly lanning
for the future.

www.Strengthsfinder.com
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

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
Leadership Inventory Revised 08/22/2017 12
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 -Panelists In HDF 190, I learned about the Servant Leadership Model. Before this class I have never heard
“Servant Leadership” theory of leadership -Servant speech the term of a servant leader and have never seen the Servant leader model. A servant leader is
by Greenleaf -class presentation putting people before themselves constantly, they are very giving people and are extremely
-key club in high school selfless. “The ten characteristics that represent a servant leader are Listening, Empathy, Healing,
Awareness, Persuasion, conceptualization, Foresight, Stewardship, Commitment to the Growth
of People and Building Community”

Listening as a Servant Leader means to understand what is needed from them to properly lead,
and to not make assumptions of what is needed from the people they intend to help. Empathy is
when a leader can connect and understand people on a more emotional level. They can
understand emotions and someone’s feeling to understand things that might be unsaid. Healing in
my own words is the ability to comfort people emotionally and to give them the strength to grow
as a person. Awareness as a leader is to not only be self-aware but to understand all the factors of
a group or community. But also, by being self-aware a leader can understand how people are
reacting to them and use that to change how they are going about a situation. Persuasion is a key
concept because they will need to convince others about the decisions being made and it is also
ideal for others to be convinced and feel passionate about the change or fix that is taking place.
Conceptualization means to take a step back and be looking at the bigger picture rather than the
day-to-day tasks and goals. At times your final plan can change but a servant leader stays true to
the goal that they have implemented for themselves. Foresight also goes along with this as a
servant leader will be prepared for all the obstacles and will use their prior knowledge.
Stewardship is when everyone is viewed as equals and that everyone can speak and be heard.
Commitment to the growth of people is self-explanatory but is giving the confidence for people
to be the best version of themselves. When building a community, it can be giving people
structure in order to succeed, but it is also giving people a backbone.

They possess ten characteristics specifically but one I think is super important is commitment to
the growth of people. A servant leader wants the people they are helping to be able to grow,
these servant leaders are going to put people first and are going to advocate for them. It is
important for a servant leader to have a personal connection to the group of people they are
aiming to help and overall attempting to make them feel comfortable. Robert Greenleaf explains
that a servant leader makes their main purpose to serve others.

Source: “Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders”
Larry C. Spears The Spears Center

28. Student will describe personal application HDF 190 -being a coach In HDF 190 we were taught about the servant leadership theory and even had panelists come in and talk
of the above theory (Greenleaf) -helping at my grandma’s about certain things that they participate in that make them servant leaders. At first, I could not think of
church anything that I have done to make myself a servant leader, but after thinking I realized that certain actions
-in class panelists may not seem like service in the moment because they are so enjoyable and natural. I go to Puerto Rico

Leadership Inventory Revised 08/22/2017 13

 every summer to visit my grandparents. I have always helped at their church for bingo, and this was one of
the only things that they enjoyed doing as they got older. As the years went on less and less people started
to come, and my grandma said that it was because the older people did not have family that was able to
take them to bingo and that the public transportation in Puerto Rico was not safe for elders due to muggings
and death. I thought this was very upsetting because I had vivid memories of the older people loving the
bingo games and saying they would wait all week for it. My mom and I wanted to do something about this. I
purposed to just have bingo at the senior citizen center when a large portion of them lived but my mom
though we could do something better. We wanted to talk to the regular bingo players and see how they felt.
They all agreed that if the church was able to send a small bus over to the senior center to take them to
bingo. Me and my mom really wanted to make this happen for this community that was made from bingo.
We advocated and spoke to get the church to provide transportation. There was also various petitions and
support from the players families. We also were able to say how much the number of bingo players has
decreased throughout the years and the money that came along with it. We eventually persuaded the
church to provide transportation and the number of players tripled. Everyone was so grateful for us. We
were able to build a community and to watch the happiness of the seniors. I often imagined my mom at that
age, which is how I felt my motivation, I knew that I would want someone to do this for her.

Source: “Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders”
Larry C. Spears The Spears Center

29. Student will show knowledge of the

“Principle Centered Leadership” theory by
Covey
30. Student will describe personal application
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
35. Student will show knowledge of the
“Individuals in Organizations” leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
38. Student will describe personal application
of the above theory (Grace)
39. Student will show knowledge of the
“Situational Leadership” theory by Hersey
& Blanchard
40. Student will describe personal application
Leadership Inventory Revised 08/22/2017 14
 of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the
“Relational Leadership” model by
Komives, McMahon & Lucas
42. Student will describe personal application
of the above theory (Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
46. Student will describe personal application
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the
“Social Change Model of Leadership
Development” by Astin et al
HDF 190 -Panelists In HDF 190, we were taught about the Relational Model theory by Komives,
-In class Presentations McMahon & Lucas. The 3 basic principle for this theory is “Knowing,
Thinking & Doing”. The 5 components are Inclusive, Empowering,
Purposeful, Ethical and Process-oriented. Being purposeful means to have a
plan and be able to stick with it, this plan has intentions of improving a group
or organization and is well thought out. Being Inclusive in the Relational
Leadership Model means to be aware and to make others feel heard in your
group. This can be from creating a positive environment where everyone is
welcome, and their voice is valued. Being empowering means to people in your
group feel confident and to crave to do more with themselves. Being ethical
means to be driven by your values and morals and to have that show through as
you are leading. You deal with problems that may come up ethically and treat
others with respect. Being Process Orientated and purpose can go along with
each other, it is a lot about the growth of people and them working together to
accomplish change. A leader will give everyone the momentum to be able to
strive in their own ways.
Source
Center for Student Leadership Development. (2010). Academic classes.
http://www.mu.uri.edu/leadership/classes.html Komives,
S.R., Lucas, N., & McMahon, T.R. (2007). Exploring leadership: For college
students who want to make a difference. Jossey-Bass.
HDF 190 -Cheerleading The social change model has three main sections and within these there are
-Fundraising for 7C’s. Individual values are as following: consciousness of self, congruence,
Alzheimer’s and commitment. Consciousness of self is important because it is difficult to
be a leader in a group when someone is not aware of the impact their beliefs,
values and attitudes have. This is an important way to grow as a leader. Then
going into congruence, a group dynamic flows better when there is consistency.
Being genuine in your word is such a powerful tool. Being a Vice President for
Key club, it was a necessity to get everyone else on the same page and at an
Leadership Inventory Revised 08/22/2017 15

48. Student will describe personal application
of the above theory (Astin et al)
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
agreement. By being committed we were able to create change. Commitment
originates from within and having this investment that prompts you to enact
social change. This is related to a group as individuals come together to form
the group values. Group values hold collaboration, common purpose
, and controversy with civility. These are all-important to note because change
can be exponentially grown when working in a group. Collaboration helps
because in a group when you work with others to help prompt a common effort
the members of the group share responsibility, authority, and accountability.
Having a common purpose can also set the expectation of a group. Being a
part of Key club, I realized how much of a change can happen if
everyone is working towards a common purpose. It is increasingly
difficult if everyone is not on the same page. It is important to note
controversy with civility. It is inevitable that groups are not going to see eye
to eye all the time. However, these differences should not be seen as a negative
but a way to grow. Then furthering this community values relate to change.
Change is important because this is how we can make the world a better place.
All three of these sections work together and if used to their greatest potential
social change will happen because of strong leadership skills.
Kwilliams@wcupa.edu. (n.d.). Collaborative on-lineresearch and learning.
fromhttps://www.wcupa.edu/coral/tuckmanStagesGroupDelvelopment.aspx
URI Center for Student Leadership
HDF 190 -Key Club In HDF 190 we were taught the social change model. A personal example of this is
-HDF 190 when Hurricane Sandy destroyed businesses and houses in my hometown. As a
community we were left heartbroken by the people who were affected and the kid that I
went to school with. To rebuild out community and get kids back into schools everyone
involved needed to be committed to the goal, share their opinion when needed,
fundraise and work together as a team. During this time, I needed to be conscious of
myself and my actions. I didn’t want to just stand around waiting to be told what to do
or how to do it, so I started fundraising and shared the “Go Fund Me” on Facebook
which then was shared to other people. I felt as if this was the least, I could do for these
people who were left with nothing to get back onto their feet and into their homes.
Collaborating with other towns and states helped up by supporting what we were
doing and getting us money since the insurance companies were taking so long.
URI Center for Student Leadership- Social Change Model
Leadership Inventory Revised 08/22/2017 16
 et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
52. Student will describe personal application
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal application
of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
67. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
68. Student will describe personal application
of the above theory (Wheatley)

Leadership Inventory Revised 08/22/2017 17

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Leadership Inventory Revised 08/22/2017 18
 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 -NUR 100 In NUR 100, we have three group projects that are a very big part of our grade. It can be scary to have
inclusive leadership other people’s work determine your grade. I was the group leader and for the topics we dealt with I
Leadership Inventory Revised 08/22/2017 19
 tried to make sure everyone including myself was being heard. In NUR 100 we talked about a lot of
topics that had two perspectives and by being inclusive of everyone’s opinion and thoughts we were
able to make a successful project. At times I looked back at the Relational Leadership Model. We had
a common purpose which was to do well on our group projects. We are all college students with very
busy schedules so by being empowering it allowed us to get into the zone and get the work done a lot
quicker. Being inclusive is something that is very important to me, and I think that by being inclusive in
group projects especially in college it puts you at an advantage by knowing so many different
perspectives. You never know if someone has different experiences then you so by paying attention to
what other think it can get you more perspective and possibly a better way to handle situations.

Source- Relational Leadership Theory model – URI Center for Leadership

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
Leadership Inventory Revised 08/22/2017 20
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109. Student will demonstrate
knowledge of active
listening techniques
110. Student will describe THE 100 HDF 190 In Theatre 100 we had a couple of classes regarding how to be a good active listener when others are presenting a monologue of another
examples of using active NUR 100 group is going for their skit. We spoke a lot about body language and how much a habit like crossing your arms can make others feel when
listening skills standing up on stage by themselves. We also spoke about maintaining eye contact and having good posture. By laughing at jokes that are
told not only show you are actively listening and make the other person feel that you are interacting in the conversation. We also spoke about
asking questions that you might have. By asking questions it allows others to know that you are paying attention and making the person
performing feel that you are interested and wonder why they used a certain work or a tone.
Source Theatre 100- active listening skills
111. Student will demonstrate
knowledge of functions of
group communication by
Hirokawa
112. Student will describe
personal application of
functions of group
communication (Hirokawa)
113. Student will show
knowledge of techniques
regarding giving and
accepting of feedback
114. Student will describe
examples of giving and
accepting feedback.
115. Student will show
knowledge of the 7D
Leadership Inventory Revised 08/22/2017 21
 coaching model (Knott)
116. Student will demonstrate
personal application of the
7D Model (Knott)
117. Student will show
knowledge of elements of
a Crucial Conversation
and steps to maintain
dialogue and move to
action (Patterson,
McMillian & Switzler)
118. Student will describe
examples of engaging in a
Crucial Conversation
119. Student will demonstrate
knowledge of facilitation
techniques
120. Student will demonstrate
proficiency of facilitation
techniques
121. Student will demonstrate
knowledge of de-briefing
techniques
122. Student will demonstrate
proficiency of de-briefing
techniques
123. Student will demonstrate
knowledge of framing
based on psychology and
its use in group facilitation
124. Student will demonstrate
proficiency of framing
based on psychology and
its use in group facilitation
125. Student will demonstrate
knowledge the four frames
of organizations, and the
meaning of reframing by
Bolman and Deal
126. Student will describe
personal application of
organizational analysis
using the four frames of
organizations, and
breaking the frame /
reframing (Bolman and
Deal)
127. Student will show
knowledge of organizing
meetings / setting agendas
Leadership Inventory Revised 08/22/2017 22
 / and leading meetings
128. Student will describe
personal examples of
organizing meetings /
setting agendas / leading
meetings
129. Student will show
knowledge of
Parliamentary Procedure
130. Student will show
knowledge of techniques
for working with difficult
people
131. Student will describe
personal examples of
using techniques to work
effectively with difficult
people
132. Student will show
knowledge of the stages of
group development
(Tuckman/Tuckman &
Jensen, Bennis or others)
133. Student will describe
personal examples of
group development in use
(Tuckman/Tuckman &
Jensen, Bennis or others).
134. Student will show
knowledge of group roles
and how they contribute to
group dynamics (Johnson
& Johnson; Benne &
Sheats; Knowles &
Knowles; etc.)
135. Student will describe
personal examples of
group roles and how they
contribute to group
dynamics (Johnson &
Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
136. Student will show
knowledge of effective
memberships skills in
groups
137. Student will describe
personal examples of
membership skills in use
138. Student will show
Leadership Inventory Revised 08/22/2017 23
 knowledge of the
Challenge and Support
theory by Sanford, and its
relationship to
organizations
139. Student will describe
personal examples of
using the theory of
Challenge and Support
(Sanford)
140. Student will show
knowledge of the
construction / elements of
informative and persuasive
speeches
141. Student will demonstrate
proficiency in informative
and persuasive public
speaking
142. Student will show
knowledge of planning and
conducting interviews (as
the interviewer)
143. Student will describe
personal examples of
planning and conducting
interviews (as the
interviewer)
144. Student will show
knowledge of preparing for
and effective answers in
interviews (as the
interviewee)
145. Student will describe
personal examples of
preparing for and being
interviewed
146. Student will show
knowledge of effective
collaboration / coalition
building (Sources:
Cilente/Komives et al;
NCBI; etc.)
147. Student will describe
personal examples of
working in
collaboratives/coalitions
148. Student will demonstrate
knowledge of techniques
to communicate and
Leadership Inventory Revised 08/22/2017 24
 engage in difficult
dialogues related to
diversity and inclusion.
149. Student will demonstrate
proficiency in
communicating and
engaging in difficult
dialogues related to
diversity and inclusion.
150. Student will describe ways
to maintain accountability
in leadership / member
relationships
151. Student will describe
personal examples related
to maintaining
accountability as a leader
152. Student will describe ways
to build relationships
between leaders and
members
153. Student will describe
personal examples of
building relationships with
members as a leader
154. Student will describe how
credibility applies to
leadership, as well as the
characteristics and skills of
a credible leader
155. Student will describe HDF 190 Being a captain In HDF 190 we talk a lot about self-reflection and try to see yourself through other people’s eyes. In high school I
personal examples of for two years in nominated to be a captain and ended up missing a couple practices for a destination wedding. This situation really
building, maintaining, and
high school had me going back and forth with my priorities but in the end, I did end up missing practices to go to the wedding.
repairing his/her own
credibility as a leader As a leader and a role model for my team this was a very tough situation for me because of how strict my coach is
with missing practice. I made it a point to not post anything on social media about how much fun I was having
because I didn’t think that that was the right thing to do. This situation really questioned my ethics, but I knew that
celebrating a marriage was far more important to me then a high school sport. Coming back to practice I knew I had
to talk to my team about how I was sorry and how I have always given 100% for the team and would not just miss
practice for fun.

URI Center for Leadership- Ethical sheet

156. Student will describe

ethical standards in
influence
157. Student will describe
influence applies to
leadership
Leadership Inventory Revised 08/22/2017 25
158. Student will describe
principles of effective
mentoring, as well as
problems particular to the
mentoring relationship
159. Student will describe
personal examples of
mentoring and being
mentored
160. Student will describe
principles of effective peer
leadership, as well as
problems particular to peer
leadership
161. Student will describe APG 202 NUR 100 In APG 202 we do a lot of group discussion and group work during class. The class is a gen ed, so we are all there
personal examples related BIO 220 just to get our work done and do well. It is an early class so it can be hard for everyone to be in the best mood. We
to being a peer leader and
HDF 190 rotate group leaders every week and give
each other reflection sheets, being a peer leader was hard
being led by peers
for me at first because I didn’t really know the people in my group so I tried to get to know
them to know how I should lead the group. I personally felt that the group was not very
interactive, so it was hard for me to understand how they felt on the topics we were learning about.
“Knowing your team members will allow you to be able to tell sooner rather than later if a team member
is happy and a good fit. Knowing that will prevent resentments from building up and creating toxicity in
your work environment.” (Johnston). I didn’t want this class to be a miserable one so I shared about
myself and the other kids in the group shared about themselves to and I would consider them friends.
When I was being led by the other pee leaders I felt that they were very much just focused on
finishing the work and did not care about the correctness of the questions. It was very easy to
tell which ones did not care and just wanted the class to be over and which ones wanted to have
fun with it and might have had past leadership experience.

Source- https://www.spokanejournal.com/local-news/knowing-team-members-can-improve-engagement/
#:~:text=Knowing%20your%20team%20members%20will,to%20any%20possible%20safety%20concerns.

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 27