Olivia White-Hdf190 Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
Minor in Leadership Studies
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Olivia White
Date Enrolled: November 7th, 2022
Date of Graduation: 2026
*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
● Guidelines
● Syllabus
● Mid-term
● Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories,

Inclusive Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods
to prepare students to be competitive in the workplace and global marketplace. The CSLD seeks to progress as innovators for experiential
engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives,
Lucas, & McMahon), and Servant Leadership (Greenleaf), the URI Center for Student Leadership Development values:
● Engaged and experiential learning through a constructivist approach

● Inclusion, Social Justice, and Civic Engagement
● Ethical and Value-based Leadership & Relationship Building
● Innovative Assessment and Presentation Models
Minor in Leadership Studies

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

● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each
graded course. At least 12 of the credits must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be
used for the minor* (*this does not apply to students in the College of Business). With the exception of internship credit, all courses for the
minor must be taken for a grade. The Introductory class must be taken before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation
plans nor guarantee space in any required course.
CORE REQUIREMENTS- 9 Credits

Required Class options Notes
Element
Introductory HDF 190: FLITE Only offered in spring for first-year students
Course or Offered Fall and Spring for sophomores & juniors
3 credits HDF 290: Modern Leadership Issues
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of
3 credits or documented internship experience for graded credit
Experience through Office of Experiential Learning & Community The only time the major and minor can overlap
Engagement
or
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation Offered in the fall and spring with Dr. Cooper
or Must be in Honors or have GPA of 3.3
BUS 441: Leadership Skills Development
or
HPR 411/412: Honors Senior Seminar
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an
elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior option) HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
option) COM 421: Advanced Interpersonal Communication HPR 118: Honors Course in Speech
BUS 443: Organizational Design & Change COM 422: Communication and Conflict 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 MSL 301: Leadership & Management
COM 250: Small Group Communication Lives PEX 375: Women in Sport ‐ Contemporary
COM 302: Advanced Public Speaking GWS 350: International Women’s Issues Perspectives
COM 308: Advanced Argumentation HDF 190: First‐Year Leaders Inspired to PHL 212: Ethics
COM 322: Gender & Communication Excellence (FLITE) (introductory course PSC 304: Introduction to Public Administration
COM 351: Oral Comm. in Business & the option) PSC 369: Legislative Process and Public Policy
Professions HDF 290: Modern Leadership Issues (introductory PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication course option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 291: Rose Butler Browne Program Peer THE 221: Stage Management
COM 385: Communication and Social Influence Mentoring Program THE 341: Theater Management
HDF 412: Historical, Multi‐Ethnic, & Alternative
Leadership (capstone option)
HDF 413: Student Organization Leadership
Consulting
HDF 414: Leadership for Activism and Social
Change
HDF 415: FLITE Peer Leadership
Becoming a Positive Leader through Development & Involvement

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
Outcomes
In this section, you will track your progress toward the outcomes. Each class in the minor targets different
outcomes; all of the classes list these outcomes on the syllabi (the words “goals” or “curriculum areas” may be used
instead). In many of our classes, the assignments can serve as your evidence. Periodically, and not less than at the
end of each semester, you should update your outcomes progress. In the “additional experiences” column, name
additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters
pass, you will think of things from recent semesters and semesters further in the past, or people or jobs, etc. in your
past that also influenced your progress on that outcome. Do not let that ambiguity upset you. Reflecting on
development is not a linear process, but it does help to reflect often. In the “descriptive notes” column, share
insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need
to include evidence that supports your development toward the outcomes. Copies of papers, grading sheets,
evaluation letters—anything that shows that someone has determined that you have demonstrated proficiency (or
not, or are making progress). Make sure to keep electronic copies of all of your evidence to include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
1. Student will
demonstrate autonomy
and a minimized need
for approval
2. Student will URI 101 : Planning - All classes
demonstrate personal, For Academic taken at URI
During the fall 22 URI101 was a major assistance in becoming acclimated
Success
organizational, and to URI and how college runs. Another large focus of the class was showing
academic examples of us resources URI offers included in our tuition to succeed. These aids
self-discipline consisted of websites , buildings , centers , videos , and more. Mainly in
class we would watch videos and choose what method of studying or
organization we would try and fit our individual style better. Not only did URI
101 cover these topics but every single one of my classes has brought up
resources and discipline study styles to help us improve our grades and
learning of all information. Personally, since entering college and taking
notes on viewing these resources, I have picked up on at the beginning of
each semester writing every single assignment that is available for me to
see in a calendar or document. That way I can balance my time for each
assignment and stay on top of work. Although I'm not perfect at sticking to
it, this has been a major help and improvement to my normal semi-chaotic
way. Including these highlighters and bright pens, colors have been a large
part of my success at remembering notes. Associating specific information
with different bright colors helps visualization, especially when trying to
recall information for any exams or quizzes. As well as, only highlighting
important terms and or main concepts has assisted me in recalling
information and cutting study/ and or work time in half since I am focusing
on the main points to the curriculum. I have implemented a few more
self-discipline ways into my schedule since learning about these from class
or just coming to college. As for personal self-discipline, around ⅔ weeks
ago I began implementing a scheduled routine of getting up close to the
same time every morning. In doing so I also began going to breakfast and
improving my eating habits, incorporating all meals of the day.With the
stress of classes and events, it's been hard to keep up but I've done my
best to continue it to have a healthy routine. Lastly for organization, I have
improved since dorming at URI since I am now sharing a space with
another person trying to keep personal items concealed and taking up
minimal space. For me I have three black cubed boxes organized above
my closet. The first bin carries medication , bandages , vitamins , covid test
and more, mainly used for when I am sick. Next I have a bin full of towels
and sheets. Lastly, I have a bin with personal feminine and regular hygiene
products stocked away in case. Having bins like these around my room
have helped me stay organized through the first year of school But
creating even a small addition of self-discipline has improved my balance
and work schedule significantly.
Knowing what study methods work best. Academic Enhancement Center.

(2019, July 18). Retrieved March 30, 2023, from
https://web.uri.edu/aec/knowing-what-study-methods-work-best/
3. Student will
demonstrate the ability
to manage emotions
4. Student will - High School - URI 101

demonstrate Chorus/Chorale :Planning
Because of the experience of the COVID-19 pandemic during my high
- High School Gym For
knowledge of stress school years, stress management techniques were brought up and pushed
Academic
management methods Success
upon during and especially after covid had begun to settle. Teachers
around me cared and offered more help than ever before. Especially with
so much stress around life going on, techniques were not only taught in
gym and health but chorus, English, math , etc. To give examples of what I
have learned, the CDC provided plenty of ways to cope with stress in a
healthy manner, just as my teachers did.Key points were taking care of our
body , unwinding , talk to others , Taking breaks from social media and or
electronics, and mainly keeping up with your self-care. Some alternative
methods that were mentioned were meditation and listening to music.
Having access to this knowledge provided an excellent outlook on how to
deal with so much stress and confusion during this tough time. The
information also allowed us to properly take care of our bodies and gain the
needed rest. These methods I learned about still carry with me today with
the many stresses of college, remembering my health and ultimate
self-care is of the highest priorities. Stress management has helped benefit
my mental health the most, and I wish to be able to inform others and help
them the same way I and the communities in my school were. As well as
my high school experience URI101 has shared exact techniques from what
I had received in high school to help us understand the original transfer to
college can be overwhelming. In general, having URI101 is a major stress
management help since it helps you settle in and go through the basics of
college and what to expect for your next four years, giving a sense of peace
and answers to the never-ending questions you might have.
Centers for Disease Control and Prevention. (2021, November 30). Tips for
coping with stress|publications|violence prevention|injury Center|CDC.
Centers for Disease Control and Prevention. Retrieved April 10, 2023, from
https://www.cdc.gov/violenceprevention/about/copingwith-stresstips.html
5. Student will - URI 101 : Although picking up on stress management skills at my high school, I have
demonstrate the ability Planning mainly found myself using this information and techniques at URI with the
- High For stresses of workloads and midterms/finals. As a personal stress
to manage stress
School Academic management technique, I’ve relied on music, talking to others , and taking
Chorus/ Success breaks from electronics. For music, when I become overwhelmed or
Chorale stressed, I usually put on my favorite music artist Lizyy McAlpine and begin
- High to calm down and relax since her music is mainly slow and has lyrics that
School connect so well to me. Focusing on the slow tempo and lyrics helps me
Gym center myself allowing the anxiousness and stress to settle. Continuing with
talking to others, I am a person who loves to communicate and talk in large
amounts. So when I get stressed, venting to a group of friends relieves a
significant weight over my shoulders, allowing me to talk through my
feelings. My friends also validate me and always offer the most support,
which makes me feel better about whatever situation is the focus of stress.
Having that crucial and close group of friends to me is so extremely
detrimental to my methods.Lastly, I have recently taken the idea of taking
breaks from social media and electronics. Being in the current generation of
all electronics, I find myself getting overwhelmed when all I've done is stare
at a screen all day. So allowing myself time to connect to the world and my
friends brings me clarity and provides my head a fresh start so that way,
when I return to work etc., I feel renewed and calm, ready to go. These
strategies have been implemented into my daily routine more than
expected and have provided me with so much calm and a sense of
groundedness.
6. Student will express a HDF 190: Currently, I am a Human Development and Family Sciences
personal code of First‐Year major at URI, and throughout my fall semester 22’ I have been
Leaders ● Church
leadership / Youth able to express my leadership and ethics in a large portion of
Inspired to
membership ethics Excellence Group classes required. Throughout expressing myself, I have been
● EDC102 uncovering other students around me personal ethics being able
● HDF130 to now compare it to my own and share why this is a staple in
our life.
Specifically, in my HDF130 class, we would always get proposed
questions about future life, from money , to funerals , weddings ,
parenting, and much more. We watched the show “This Is Us,”
and all were able to discuss our personal beliefs and views on
important proposed topics. Inside the class is where we could
compare with other students while still staying true to our code,
expressing how we interpreted it to the show. Similar
conversations were held within EDC102, focusing on questions
of personal views of education and, if we were to become
teachers, how our classroom would run based on ethical
decisions put into place between social media , screen usage ,
homework , etc. HDF130 and EDC102 mirrored each other with
particular questions. Regarding HDF190, the class discussed
what characteristics and ethical choices are personal to us.
From presentations with visual aids and our take on specific
possible situations, Ex: as J.K Rowling’s controversy we could
share our thoughts and why these morals meant so much to us
personally. Reviewing our ethical morals helped uncover how
these make up our personality, including how we can use our
code of ethics to help serve others. Lastly, addressing church
questions of our ethics became based on our faith and how our
current religion, including our relationship with god, would be
placed into our daily life. As well, questions would be asked on if
we do or don't share god with groups in school and how god will
be implemented in the future. Each experience, although
addressing different questions, still relied on each person’s
morals and ethics to what they believe and how it will become
placed in their life. Some of my ethics are to be respectful and
honest to all, support and rally around others , put your all into
everything, Inclusion , and mainly stay honest to my truest
feelings, and go with what feels the best. It is hard to place my
ethics all in one, but that is just a glimpse of what I do daily.
7. Student will
demonstrate practice
of the personal code of
ethics
8. Students will express a HDF 190: In HDF190, I have been fortunate to have the opportunity to take
personal values First‐Year the VIA values assessment finding out my core personality traits
Leaders ● EDC102
statement (Sources = ● Dance that make up my personality. Those traits turned out to be
Inspired to
VIA, values clarification Excellence ● HDF130 1.Love, 2. Fairness , 3. Curiosity , 4. Teamwork, and 5. Social
exercises, etc.) Intelligence. This assessment uncovered nothing new but
confirmed certain aspects of my personality I see on
average.Relating to HDF190 with my newfound identified
strengths, I can connect with other students and watch as my
strengths that revolve around social aspects can strengthen.
With many activities involving teamwork, curiosity, and fairness, I
can utilize my strengths, pushing me further into leadership than
originally when the class began.
https://www.viacharacter.org/
9. Student will HDF 190: For me, dance shows my personality traits best. With 1. Love, 2.
demonstrate practice First‐Year Fairness , 3. Curiosity , 4. Teamwork , and 5. Social Intelligence I
Leaders ● EDC102
of the personal values ● Dance am able to express these personality traits but I also vocalize
Inspired to
statement Excellence ● HDF130 them throughout each practice through the recital. The traits that
apply the most are teamwork , curiosity , and love. One of my
main loves in life is dance. It's an important piece to me that
allows me to express emotions. Including I have experience in
teamwork, which is why I prefer to work and learn, as I love to
interact with others to create a wonderful piece. Curiosity is a
major strike in dance with each choreographed step lingering
curiosity remains with endless possibilities of how this dance or
step can become improved upon , changed , affect me, and
even relate to my own life. With each song, I listened to the
curiosity about what choreography could appear. Dance
perfectly encompasses all my strongest traits to show my true
personality . Continuing EDC102 and HDF130 have allowed me
to express my teamwork strength within the classes, always
having to work in groups and becoming a team to finish
assignments , essays, quizzes , and exams together. I also
believe that example brings fairness since the assignments
encompassed teamwork and involved fairness in separating
each section making sure we were each comfortable with the
amount of work and it was equal. Lastly, HDF190 has been a
major contributor to my strengths mainly because taking the
class allowed me to uncover my strengths and the implements of
thinking about how our strengths apply to almost every activity
the class completes. Especially with our peer leader groups
being divided into which of our strengths fit best with each other
has been a perfect example of our personal values and how well
we work together. I admire the constant topic of our strengths
and values in HDF190 allowing us to reflect on how they showed
in the specific activity , discussion , event, etc.
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 HDF 200: Life Span EDC 102 : Introduction To
knowledge of the Development I American Education
As a current HDF major, main concepts in almost every situation are the
“Hierarchy of Needs” different theorist and what their theory supports and how it's implemented
HDF 201 : Life Span
theory by Maslow Development II
into HDF. Maslow was specifically brought up not only in HDF 200 but in
EDC 102 as well, and Maslow is still talked about in current HDF classes
because of his extremely important contribution.To explain Maslow’s
hierarchy of needs is a Pyramid consisting of 5 categories of essential
needs which one section has to be completed before being able to move to
the next. According to Maslow, human needs were arranged in a hierarchy
and that is how the Pyramid was born. The Pyramid consist of levels
beginning with physiological needs ( Breathing , food , water , shelter etc ) ,
safety and security ( health , employment , property , etc ) , love and
belonging ( friendship, family , intimacy , etc ) , self-esteem ( confidence ,
achievement , respect of others, etc ) , and self - actualization ( morality ,
creativity , acceptance , etc ). Inside of each level comprises what's needed
to satisfy and fulfill that need . In this pyramid Maslow did not completely
believe we could all reach self - actualization but thought we experience
transition moments of that final self actualization. Currently because of my
major Maslow is discussed often as the other theorists are as well. But
Maslow's hierarchy of needs is a pivotal point of basic growth and
development. My classes have done an excellent job with teaching them.
Mcleod, S. (2023, March 21). Maslow's hierarchy of needs theory. Simply

Psychology. Retrieved March 30, 2023, from
https://simplypsychology.org/maslow.html

application of Maslow’s
theory to own life

knowledge of the
theory of
Superleadership by
Manz & Sims

application of Manz &
Sims theory to own life
17. Student will describe HDF 190: In the HDF190 class, I was able to uncover my strengths
StrengthsQuest First‐Year through the Gallup test provided. In the test, I found my
Leaders ● Class
Signature Themes, Officer strengths were 1. Communication, 2. Woo , 3.Positivity, 4.
Inspired to
shadow side of Excellence ● Dance Harmony , and 5.Developer. By identifying my strengths, I can
Strengths and/or Teacher now connect them to real past experiences where each has
weaknesses, and Assistant proven to be accurate. In the test, I also uncovered my
examples of ● Senior non-strength categories and brainstormed how to improve upon
application (Source = Capstone them. Unfortunately, I cannot uncover my weakness because of
Gallup) Project the time that passed since the test and the cost that comes
along. But reviewing these inside of the class the majority of my
weakness revolved around execution. Specifically, with discipline
and focus, because of my social and outgoing personality, I don't
pay enough attention to focusing and staying on top of my task.
This can pose many difficulties in my life with school ,
appointments , and general outlooks to life pushing me behind in
main motivation.
Reviewing my strengths, I have been fortunate to experience

them in use by becoming my senior year Chorus classes class
officer. We had to present ourselves to the class, and they got to
decide who they wanted, and I was chosen!. For a whole year, I
got to interact , connect , lead , and work with the students
whenever my teacher needed me. Through Communication and
Woo, I slowly broke the ice, getting to individually build
relationships with each student. My strengths showed well from
my actions and the positivity I attempted to bring to the class
each day. Over that year, I was able to improve on my strengths
and see where I shined the most in a working team alongside
my teacher.
Gallup, I. (2023, February 13). Cliftonstrengths. Gallup.com.

Retrieved March 30, 2023, from
https://www.gallup.com/cliftonstrengths/en/home.aspx
18. Students will describe URI 101: Planning HDF190 : Introduction To

personal leadership For academic Leadership Issues
During the fall 22 semester at URI, URI101 partially focused on identifying
Success
style and/or personality our strengths to assist us with thinking of future jobs relating or not relating
style including to our major at URI. The identification process relied on typefocus to
strengths and receive a report of what skills were our own strong suit. In my reports there
are a wide range of responses but mainly focused on skills and values in
weaknesses and
the workplace. My skills remained in social skills ( Persuading and
examples of Instructing ) , Management skills ( Training , Time management ,
application (Sources = Personnel Management ) , and problem solving skills ( Troubleshooting ).
Leadership style As well as my values were evaluated with the focus of being working
inventories, the L.P.I., conditions , achievement , and relationships. Those items are what I would
Type Focus (MBTI), do well with in the workplace and what I would want my job to have a focus
on. Uncovering my unknown skills and values in URI101 helped carry over
LAMP, DISC, and other
into my current class of HDF 190. In HDF 190 we took a step farther
career inventories, revealing which leadership model we related to the most while also testing
etc.) with gallup and VIA to help identify our current strengths and weaknesses.
As of now in HDF 190 I have related to the servant leadership model (
which prioritizes serving others for the greater good ) and the recent
learning of the relational leadership model (Process of people together
wanting to accomplish change and or make a difference ). Based on my
test results and the core strengths of VIA ( Love , Fairness , Curiosity ,
Teamwork , and Social intelligence ) and gallup ( Communication , Woo ,
Positivity , Harmony , and Developer ). These all have come together to
connect me to these two models presented in HDF190. Through both of
these classes their answers have combined to help reveal which strengths
work best for me as we search for jobs in the present and future.
Gallup, I. (2023, March 2). Gallup - Workplace Consulting & Global

Research. Gallup.com. Retrieved March 30, 2023, from
https://www.gallup.com/home.aspx
TypeFocus, career aptitude personality type test career advice placement.

TypeFocus, Career Aptitude Personality Type Test Career Advice
Placement. (n.d.). Retrieved March 30, 2023, from
https://v6.typefocus.com/
Via Character Strengths Survey & Character Reports. VIA Institute On

Character. (n.d.). Retrieved March 30, 2023, from
Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and
class Experiences practice

knowledge of the
“Authority and
Bureaucracy” theory of
leadership Weber

personal application of
the above theory (Weber)
knowledge of the
“Scientific Management”
theory of leadership by
Taylor

the above theory (Taylor)

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

the above theory
(Drucker)

knowledge of “Theory X
and Theory Y” theory of
leadership by MacGregor

the above theory
(MacGregor)
27. Student will show HDF 190: In HDF190 we began to learn about servant leadership
knowledge of the First‐Year discussing the characteristics and attributions that apply to
Leaders ● Guest
“Servant Leadership” Speakers being a servant leader. Through learning the class was able to
Inspired to
theory of leadership by Excellence ● Servant receive advice from a panel of guest speakers as well as
Greenleaf Leadership completing speeches on what knowledge we have gained
videos, about our servant leadership and past experiences that have
speeches, shown where that has been implanted in our own life. Through
powerpoint all of these outreaches I was able to concur servant leadership
is A person who focuses on the ideas, needs , and wants of
others before themselves. This involves a specific mindset and
long term mindset implemented. Servant Leadership also
involves up to 10 characteristics that make up the entirety of it.
The 10 characteristics are listening, empathy , healing ,
awareness , persuasion , conceptualization , foresight ,
stewardship , commitment to the growth of people , and
building community. Through HDF190’s many ways of
outreach and informative presentations i've been able to
reflect now concurring I have been a servant leader in my own
life and now currently gain the understanding of the theory of
servant leadership
What is servant leadership? Greenleaf Center for Servant
Leadership. (n.d.). Retrieved March 7, 2023, from
https://www.greenleaf.org/what-is-servant-leadershi
p/

the above theory
(Greenleaf)

knowledge of the
“Principle Centered
Leadership” theory by
Covey

the above theory (Covey)
knowledge of the “14
Points / TQM” theory of
leadership by Deming

the above theory
(Deming)

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

the above theory
(Sashkin)

knowledge of the
“Individuals in
Organizations”
leadership theory by
Argyris

the above theory
(Argyris)
37. Students will

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

the above theory (Grace)

knowledge of the
“Situational Leadership”
theory by Hersey &
Blanchard

the above theory (Hersey
& Blanchard)
41. Student will show HDF 190: N/A Within HDF190 the relational leadership model was introduced, providing
knowledge of the First‐Year a focus on the five components of the model including purposeful ,
Leaders empowering , inclusive, process-oriented, and being ethical. As well as
“Relational Leadership”
Inspired to partnering, the class learned about the three basic principles of knowing,
model by Komives, Excellence being , and doing. Overall relational leadership is described as being a
McMahon & Lucas process of people attempting change to benefit the good of others
together. Understanding this model consisted of multiple visual aids of
presentations in class. While also making us complete an essay
reflecting on our own personal experiences with people who have or
have not embodied the relational leadership model. As well as reflecting
on our first year at URI and how this relational model has played an
important role in our experiences here. Through total reflection on my
own experiences and repetition of the model in different forms, I was
able to gain a full grasp of the leadership view.
Komives, S. R., Lucas, N. and MacMahon, T.R. (2013). Exploring

leadership: For college students who want to make a difference. San
Francisco: Jossey-Bass.

the above theory
(Komives et al)

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)

the Experiential Learning
Model (Kolb)

knowledge of the “Social
Change Model of
Leadership
Development” by Astin et
al

the above theory (Astin
et al)
49. Students will

of the “Leadership
Identity Development
Model” by Komives et al

personal applications of
the above theory.
(Komives et al)
51. Students will

of the
Strengths-Development
Model by Hulme et al

the above theory (Hulme
et al)

knowledge of behavior
theories of leadership
from Michigan and Ohio
State

the above theories
(Michigan & Ohio State)
knowledge of
Charismatic leadership

the above theory

knowledge of
contingency approach to
leadership by Fiedler

the above theory
(Fiedler)

knowledge of Path-Goal
theory by House

the above theory (House)

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

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

knowledge of Leadership
Substitutes Theory

the above theory

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

impact of traits on
leadership emergence
and performance

knowledge of Chaos
approach to leadership
by Wheatley

the above theory
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

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

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)

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

.
“Cycles of Liberation”
(Harro)

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

.
“Configuration of Power”
(Franklin)

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

.
model(s) of racial identity
development above

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

.
model(s) of gender identity
above
knowledge of additional
.
social identity
development model(s):
Sexual ID, Faith &
Spirituality, Disability,
Social Class (Dillon et al;
Fowler; Parks; Astin et al;
Peek; Smith; Johnstone;
Gibson; Forber-Pratt &
Aragon; etc.)

additional social identity
development model(s)
above

knowledge of McIntosh’s
.
theory of privilege and its

.
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)

knowledge of relevant
laws and policies related
to issues of equity and its
(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

.
being a change agent

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

.
“Model of Intercultural
Sensitivity” by Bennett

knowledge of the ally
.
Action Continuum by
Griffin & Harro
Action Continuum by
Griffin & Harro

knowledge of the
.
Multicultural
Organizational
Development Model
(Jackson)
94 Student will show personal

application of the
.
Multicultural
Organizational
Development Model
(Jackson)

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 inclusive
.
leadership
Outcome Category: Critical Thinking

98. Student will show knowledge

of principles of critical thinking
and fallacies (logic is used in
this minor)

proficiency of critical thinking
100 Student will show knowledge

of metaphorical analysis to
.
critically analyze self and
leadership situations

proficiency of metaphorical
.
analysis to critically analyze
self and leadership situations

of at least five decision
.
making methods
103 Student will describe personal

examples of having used five
.
decision making methods

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)

knowledge of leadership that
.
is used in crisis (i.e., James &
Wooten; Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni; Braden et
al; etc.)
108 Students 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 class Additional Descriptive notes regarding learning and

Experiences practice
109. Student will demonstrate Com 100 : - Chorus/ Through Com 100 we have begun to discuss different terms and
knowledge of active Communication Chorale definitions that relate to giving speeches, watching speeches , and
Fundamentals High School giving feedback to them over learnsmart. Active listening techniques
listening techniques
- University that have been implemented from the class have been non verbal and
Chorus URI verbal active listening techniques. Non verbal consists of eye contact ,
leaning forward/nodding , giving time to respond , keeping good body
language and stare showing interest in what is being said. Other
techniques that are common are restating what someone says ,
reflecting on the feeling , and asking engaging and learn-hungry
questions. During Com 100 we have implemented these active
listening techniques by at the end of each speech we are required to
ask questions and answer questions from the previous speech said.
As well all devices must be away during speeches and eye constant
must remain on the speaker and presentation. These exact techniques
were also previously used in my highschool chorus and university
chorus being present and active listening for specific voice parts of the
music and asking questions when needed. During both choruses
constant listening was required to comprehend the piece. Especially
during performances eye contact needed to be kept on the conductor
to know what dynamic and or movement needed to be done next.
Active listening has been implemented in my day to day classes and
life without realizing. Com 100 has helped me reflect back to earlier
times in my life when this has been used.
What is active listening? United States Institute of Peace. (2021,

November 24). Retrieved March 30, 2023, from
https://www.usip.org/public-education-new/what-active-listening
110. Student will describe MUS 111 : Basic - MUS 293 :

examples of using active Musicianship University
Chorus
listening skills
- COM 100 :
Communicat
ion
Fundamenta
ls
- High School
Chorus/Chor
ale
- THN 270 :
Loss Across
The
LifeSpan
- PSY 113 :
General
Psychology

knowledge of functions of
group communication by
Hirokawa

functions of group
communication
(Hirokawa)
113. Student will show Com 100 : - Dance (

knowledge of techniques Communication CDDS)
Within my career in highschool and in college I have learned to give
Fundamentals - Chorus/Chor
regarding giving and and receive feedback constantly to improve myself and others' work. I
ale (
accepting of feedback Highschool )
have learned proper techniques prior to college of giving feedback. But
Com 100 at URI has enhanced those techniques. In the class we are
- University
required to take active notes during each other's speeches and create
Chorus URI
a discussion post after it is over giving feedback on how we think they
did. As well we give feedback on our own speeches when presented
too. I am used to this as mainly in chorus feedback throughout the
entire year is most important to making our pieces of music sound
excellent. Constant revision is done especially after a concert where
the class could sit and give well thought out praise and critiques on
what could have improved. These all would be put into an essay where
we review our performance. The organization and professionalism of
the notes has helped me understand how to give and receive proper
feedback from others. Not to mention voice recordings we would send
in to recessive a grade and or opinion on how well performed.
Continuing with the arts, preparing for dance recitals have also
included feedback on movements , timing , spacing and more to make
it excellent for the stage. These examples have proven the strength
and honesty receiving and giving feedback provides. From receiving
impact by listening to feedback , being aware of your response , being
open , reflecting , and following up the message. To give feedback on
balancing content , being realistic and specific , and offering constant
support. All techniques listened have helped me make effective and
well purposed decisions throughout my highschool and continuing
through my college years.
Receiving and giving effective feedback. Centre for Teaching

Excellence. (2023, March 29). Retrieved March 30, 2023, from
https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/
receiving-and-giving-effective-feedback
114. Students will describe COM 100 : - Dance ( During Com100 we have worked on a lot of giving feedback after each
examples of giving and Communication Carolyn individual or group presentations. Feedback given resulted in
Fundamentals Dutra Dance highlighting the strengths of the assignment while giving constructive
accepting feedback.
Studio ) criticism in order for the next presentation to become improved upon.
- MUS 293 : Examples of this specifically in Com100 would be “ Great job “ , “You
University had extreme clarity “ , “ Next time can the volume be increased ? we
Chorus couldn't hear you in the back “ , etc. Common phrases like this are how
- High School feedback is given while accepting phrases. Common phrases are “
Chorus/Chor Thank you so much “ , “ I can work on that for next time “ , "I
ale appreciate your feedback" , etc . These are all phrases that have been
in my Com100 class so far for receiving and giving feedback.They are
always used as supportive tools and confidence rather than to be torn
down. As for other feedback like dance they have slightly different
phrases and feedback since presentations and dance steps are
opposites. Examples in dance may be critiquing your posture , form ,
spacing , and facial expressions throughout the dance. Accepting the
feedback has the same phrases as “Okay” , “Got it “ , “ Wait can I see
it again ?”. From the acceptance in dance we begin to correct the
mistake with our body’to fix it so the correction is taken.Sometimes my
old teachers would physically move us and help us perfect the movie
or section. .Other the dance chorus has been a perfect example. In
highschool after a chorus concert my teacher would record the entire
concert and have us rewatch our performance. Rewatching the
performance she would have the entire chorus critique and praise our
performances inside of an essay to see what we did well on and what
can improve for the upcoming songs. This essay that I completed for
four years has been a major help to give me knowledge on how to give
and recessive feedback in a professional constructive way. Lastly for
University chorus, we didn't have an essay like highschool but we did
conduct discussion on our performances and gave similar responses
to Com100 for receiving and giving feedback. Dance and chorus have
been the biggest influences showing me how proper techniques are
used for feedback.

knowledge of the 7D
coaching model (Knott)

the 7D Model (Knott)

knowledge of elements of
a Crucial Conversation
and steps to maintain
dialogue and move to
action (Patterson,
McMillian & Switzler)

examples of engaging in
a Crucial Conversation
119. Student will demonstrate HDF 190: White in the HDF190 course I was able to take part in the NWCC
knowledge of facilitation First‐Yar training to become a facilitator. During the two days we were there we
Leaders gained knowledge and experience in the field to apply to our future.
techniques
Inspired to Although I can not apply a direct Citation from the North Woods
Excellence challenge course encompasses what being a facilitator is exactly like.
Going through the course the facilitators made sure to teach us the
structure of arriving at an event and what is most important to address
before beginning the challenge. The facilitators made sure that
positivity and fun Were always present and with the highest concern
for safety. Facilitation leaders Made sure that we understood the
structure of connecting with your group, introducing the element,
safety measures, knowing when your group is ready for a specific task,
debriefing techniques, and more. Including they always made sure to
check in with their group from event to event to keep morale up. Being
a facilitator means also keeping an inclusive view of your group
Creating A rewarding experience for the group to take back with them.
Including four important rules the facilitators learned is to play hard,
play safe, play fair, and have fun these were shown to be implemented
through each event throughout the day. Even on the second day when
the students were able to become facilitators, they implemented it into
their own event to keep the group safe and remind them of why they
were there. I believe this was an extremely important technique for
being a facilitator. I am positive we have much more to learn as we
Shadow more groups.This course has helped me view the opportunity
of being a facilitator is.
(No citation)
120. Student will demonstrate HDF 190: In HDF190 I chose to learn how to become a facilitator on the NWCC.
proficiency of facilitation First‐Year During this process, we had two days where we were taught how to
Leaders facilitate and then the day after practice. We partnered up and I was
techniques
Inspired to with Sakeena using previous knowledge from the day prior we began
Excellence to structure our facilitation. Our event on the NWCC was the TP which
is a telephone pole where you have to organize yourself in a particular
order without stepping off. So as facilitators, we structured the plan as
an introduction to the name of the event , safety , the goal , and what
prompted us to complete it. Usually, during normal facilitation, there
will only be one facilitator but because of practice, there were two of
us. And Sakeena made sure to divide the facilitation evenly. Although
different me and Sakeena practiced making sure we hit all direct points
as a facilitator would stay safe at all times and also have fun reaching
the group goal.During our facilitation, current facilitators on the course
joined in and acted in certain situations they have seen in the past
providing a challenge for us. After the event, current facilitators on the
course praised me and Sakeena for responding well and taking care of
the situations they created. The feedback received from current
facilitators, it gave me and Sakeena reassurance that we are quickly
excelling, gaining knowledge, and applying it.
121. Student will demonstrate HDF 190: N/A Recently, I’ve been able to experience a weekend at the North Woods
knowledge of de-briefing First‐Year Challenge Course Facility for facilitator training. This was experienced
Leaders from HDF190.Here is where I was able to learn what debriefing was
techniques
Inspired to and how to go about it for future facilitation. At the end of the weekend,
Excellence we discussed how to improve our debriefing skills and what it mainly
encompasses.Key techniques I remember rely on asking the group
key questions about their performance and overall group on the
specific activity. The questions had plenty of different variations similar
to what they did well ? and what skills can they improve on. How did
this course help the group dynamic? What improvements were made ?
, how can this be more efficient ? How did these activities affect you ?.
Those are only a sample of questions out of many for the key . Other
than questions, other techniques were a group circle , one word to
describe.. , choosing cards that resonate with your thoughts and
explaining , dice with questions written on it to provoke conversation ,
passing around a ball , and even picking up stress balls shaped as
body parts and explaining how it relates to you and the experience on
the course. More techniques are keeping your group engaged and
sequencing the debrief.Gaining knowledge of these techniques helped
me and my partner Sakeena in our practice facilitation and also
provided a perspective on many different ways debriefing can occur for
future events.Although I can not cite the challenge course facilitators
or my professors the website linked provides extremely similar
de-briefing styles just as presented from the course facilitators.
How to conduct a debrief - top seven tips for successful

reflections. playmeo. (2022, May 12). Retrieved April 10,
2023, from
https://www.playmeo.com/how-to-conduct-a-debrief/
122. Student will demonstrate On the second day of the NWCC I partnered with Sakenna and we
proficiency of de-briefing ran a course event called the TP. During this event, we facilitated on
our own receiving feedback on how we did. During our facilitation, we
techniques
structured it so that at the end of the activity we would work on our
debriefing skills that were learned the day prior. Sakenna and I took
turns asking our group similar or exact questions of “ What do you
think went well ? l” , “How did your group communicate ? “, “ What can
you improve on ? “ , and “ Why was this group event important to your
team building?” , “ Did you feel included and or seen by your group ?”
“ How was our facilitation different from other facilitators ? “ “ Did you
like our facilitation style ? “, etc. Although we only had a short period of
time we did our best to lead from what examples were given to us the
day prior. I wouldn't say myself or Sakeena will be fully proficient in
debriefing until we gain more years of experience as other facilitators
mentioned it takes plenty of time and they are still earning themselves.
I do believe our questions for the first time debriefing were well put
together and attempted to cover every topic in that short period of time
as they show what knowledge we picked up from the first day.

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

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

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

knowledge of organizing
meetings / setting
agendas / and leading
meetings

organizing meetings /
setting agendas / leading
meetings

knowledge of
Parliamentary Procedure

knowledge of techniques
for working with difficult
people

using techniques to work
effectively with difficult
people

knowledge of the stages
of group development
(Tuckman/Tuckman &
Jensen, Bennis or
others)

group development in
use (Tuckman/Tuckman
& Jensen, Bennis or
others).
134. Students will show

knowledge of group roles
and how they contribute
to group dynamics
(Johnson & Johnson;
Benne & Sheats;
Knowles & Knowles; etc.)

group roles and how they
contribute to group
dynamics (Johnson &
Johnson; Benne &
Sheats; Knowles &
Knowles; etc.)
136. Student will show - - HDF 190:

knowledge of effective - First‐Year
Through the spring semester I have been able to take HDF190 which
Leaders
memberships skills in is a leadership class and has mainly Incorporated being a team
Inspired to
groups member through our peer leader groups and just connections
throughout the class. Team membership is an extremely important
Excellence skill, especially entering the workforce and being able to cohesively
(FLITE) flow with your coworkers. through the class, I have been able to pick
up membership Skills that can apply to Future groups that i’m in.Being
a part of a group requires membership skills of understanding what's
going on, being committed to the team's objectives, encouraging
feedback, working through conflicts openly, respecting each other,
trusting and support for your other members, making sure to voice
your opinion, share openly, and be out your authentic self. These
membership skills are absolutely critical to being a reliable and
beneficial team member. These learned skills can help you flow
through all groups throughout your career and social life.
Kathleen A. Hansen and Nora Paul. (2015, October 21). 1.3 team
membership skills. Information Strategies for Communicators.
Retrieved April 10, 2023, from
https://open.lib.umn.edu/infostrategies/chapter/1-3-team-membership-
skills/
137. Student will describe EDC 102 : - HDF 190: With coming to URI I have experienced more teamwork and being a
personal examples of Introduction To First‐Year member of a group then I have in high school.Through High School I
American Education Leaders would experience being a team member throughout after-school
membership skills in use
Inspired to activities and or Sports Always encouraging the progress of each
Excellence member, understanding I have a role in the group, Keeping Up with
(FLITE) current information, and always listening and communicating with
(introductory others the best way I can. .Other than high school, URI has placed me
course and plenty of groups Especially in my EDC 102 class where the entire
option semester we were in small groups at each table and every class. we
- MUS 292 : would answer questions about our personal ethics throughout the
University group. as well as at the end of the semester we had a large group
Chorus assignment as well. Here is where we had to pull our weight, equally
- COM 100 : distribute information, listen and communicate with each other, trust
Communicat and support each other, involve each other in the decision process,
ion and understand the commitment. Being a part of a small team worked
Fundamenta extremely well as we got an A on the assignment and worked together
ls efficiently. Com 100 has also embodied the same values of doing a
- After School group presentation. I can confidently say it was exact to EDC 102 and
Athletics as a group member, I made sure to voice my opinion, provide as much
help and assistance as I can, communicate with the group, and be
diligent when we met. This resulted in an amazing group presentation
and a well cohesive group. Continuing with the university chorus
having to learn your part and be confident in your music all coincides
with being a good team member the same as working with the groups
and the other classes just with a different subject which would be
Musical pieces. Finally, I would say eight HDF 190 has been a big
class of being involved as a team member. Every class we meet with
our peer leader groups and share with each other thoughts of Our
Lives, questions asked, activities, and now an upcoming group project.
In HDF 190 my group has always been supportive, respected,
engaging, and trusting and supports each other which is extremely
important. I am thankful for the experiences of being with the team and
the membership skills I've been able to use. I am positive there will be
more teamwork in the future.

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

using the theory of
Challenge and Support
(Sanford)

knowledge of the
construction / elements
of informative and
persuasive speeches

proficiency in informative
and persuasive public
speaking
knowledge of planning
and conducting
interviews (as the
interviewer)

planning and conducting
interviews (as the
interviewer)

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

preparing for and being
interviewed
146. Students will show

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

working in
collaboratives/coalitions
148. Students will

of techniques to
communicate and
engage in difficult
dialogues related to
diversity and inclusion.
149. Students will

demonstrate proficiency
in communicating and
engaging in difficult
dialogues related to
diversity and inclusion.

ways to maintain
accountability in
leadership / member
relationships

personal examples
related to maintaining
accountability as a leader

ways to build
relationships between
leaders and members

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

building, maintaining, and
repairing his/her own
credibility as a leader

ethical standards in
influence

influence applies to
leadership

principles of effective
mentoring, as well as
problems particular to the
mentoring relationship

mentoring and being
mentored

principles of effective
peer leadership, as well
as problems particular to
peer leadership

personal examples
related to being a peer
leader and being led by
peers

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LEADERSHIP

● Center for Student Leadership Development Information

ADVISING INFORMATION (students will include own documentation)

● Tracking Sheet / Advising Updates

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

CSLD Mission Statement

CSLD Vision Statement

● Engaged and experiential learning through a constructivist approach

Minor in Leadership Studies

● Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

MINOR ELECTIVES-9 credits

Becoming a Positive Leader through Development & Involvement

Knowing what study methods work best. Academic Enhancement Center.

4. Student will - High School - URI 101

10. Student will

11. Student will describe

12. Student will show

Mcleod, S. (2023, March 21). Maslow's hierarchy of needs theory. Simply

14. Student will show

15. Student will show

16. Student will show

Reviewing my strengths, I have been fortunate to experience

Gallup, I. (2023, February 13). Cliftonstrengths. Gallup.com.

18. Students will describe URI 101: Planning HDF190 : Introduction To

Gallup, I. (2023, March 2). Gallup - Workplace Consulting & Global

TypeFocus, career aptitude personality type test career advice placement.

Via Character Strengths Survey & Character Reports. VIA Institute On

Outcome Category: Leadership Theories

19. Student will show

20. Student will describe

22. Student will describe

23. Student will show

24. Student will describe

25. Student will show

26. Student will describe

28. Student will describe

29. Student will show

30. Student will describe

32. Student will describe

33. Student will show

34. Student will describe

35. Student will show

36. Student will describe

37. Students will

38. Student will describe

39. Student will show

40. Student will describe

Komives, S. R., Lucas, N. and MacMahon, T.R. (2013). Exploring

42. Student will describe

43. Student will show

44. Students will describe

45. Student will demonstrate

46. Student will describe

47. Student will show

48. Student will describe

49. Students will

50. Students will describe

51. Students will

52. Student will describe

53. Student will demonstrate

54. Student will describe