LEADERSHI

DEVELOPMENT
Outcomes & Evidenc
Progress Inventory
MINOR IN LEADERSHIP STUDIE
Center for Student Leadership Developmen
Memorial Union
University of Rhode Islan

Name: Lily Morea

Date Enrolled
Date of Graduation

*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.

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 CONTENT
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included
• Center for Student Leadership Development Informatio
• Minor Informatio
• Developmental Mode

ADVISING INFORMATION (students will include own documentation

• Tracking Sheet / Advising Update
• Syllabi of Minor Classes (Core and Electives
• Internshi
o Guideline
o Syllabu
o Mid-ter
o Fina

OUTCOME
• Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking
• Targeted Classe
• Experience
• Evidenc

CENTER FOR STUDENT LEADERSHIP DEVELOPMEN

Of ce: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement

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 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 eld of leadership studies

CSLD Vision Statemen

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 Statemen

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 approac
• Inclusion, Social Justice, and Civic Engagemen
• Ethical and Value-based Leadership & Relationship Buildin
• Innovative Assessment and Presentation Model

MINOR IN LEADERSHIP STUDIE

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 re ective 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 INFORMATIO
• Regardless of your major, you can minor in Leadership Studies
• Requirements may be satis ed 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 elds 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 led in your academic dean’s of ce no later than the beginning of the nal 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 Credit

Required Element Class options Notes

Introductory Cours HDF 190: FLIT Only offered in spring for rst-year student
3 credits o
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & junior

Internshi HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits o experience for graded credi
Experience through Of ce of Experiential Learning & Community Engagemen
o
Internship Class in Academic Majo The only time the major and minor can overla

Capston HDF 412: Historical, Multi-ethnic & Alternative Leadershi Offered only in the fall with preference given to senior
3 credits o
COM 402: Leadership & Motivatio Offered in the spring and summer with Dr. Leatha
o
BUS 441: Leadership Skills Developmen Offered in the fall and spring with Dr. Coope
o
HPR 411/412: Honors Senior Semina
Must be in Honors or have GPA of 3.

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

MINOR ELECTIVES-9 credit

*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 electiv

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 AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Con ict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies
COM 210: Persuasion: The Rhetoric of In uence GWS 310: Race, Class, Sexuality in Women’s Lives
COM 221: Interpersonal Communication GWS 350: International Women’s Issue
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Progra
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone
COM 361: Intercultural Communication option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consultin
COM 385: Communication and Social In uence HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
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 Communication
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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 BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMEN

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
S RE-EVALUATE R
former stages E
as you progress S
4. Develop and Refine S
Skills

▪ Leadership theory and

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

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OUTCOME
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 pro cient 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 in uenced your progress on that outcome.
Do not let that ambiguity upset you. Re ecting on development is not a linear process, but it does help to re ect 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 pro ciency (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-Leadershi

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

1. Student will demonstrate autonomy and a
minimized need for approval
NEU210 (Neuro In NEU210 (neuroethics and diversity) I was taught the principle I autonomy and how to apply it to my
ethics and diversity) future. According to the University of Tennessee, autonomy is defined as “ an individual’s capacity for
self-determination or self-governance”. Specifically to neuroscience, autonomy can be seen as a
patients ability to make medical decisions for them selves regardless of medical advice. In NEU210
we learned of many legal documents regarding policies for patient autonomy including The Belmont
Report and The Declaration of Helsinki. In a more general sense, autonomy can be used in everyday
life as a persons ability to make their own choices without input from anyone else.

https://iep.utm.edu/autonomy/

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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
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
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)
URI101 My URI101 class my freshman year of college helped me develop my academic skills specific to my
major. In this class, we were taught about resources, skills, and tips to help us maneuver our way
through our college experience. My organizational skills were improves through this as my mentor
taught us how to organize our assignments into folder so they are more easily accessible. We were
also taught how to navigate Bright space, as it was a new platform for us students. I now use the
calendar function on Bright space each day to check for upcoming assignments and know where I can
access my syllabus and schedules fro each class. My URI 101 mentor also gave us a list of ways to
get involved on campus which I took upon myself to look further into. I feel that has definitely helped
with my involvement as I am now a member or multiple different organizations and expanded myself
outside of my comfort zone in many ways. My URI 101 mentor made such an impact on my self-
discipline skill here at URI that I am now a URI 101 mentor for future students so I can help them in
the same way that I was taught and impact their college experience for the better.
HDF290 Sophomore Breakthrough I took the VIA for HDF 290 and SBE. From completing the VIA assessment, I recognized my top 5
Experience strengths and how they fit into my day to day life. I use kindness and humor in my everyday life
because I am the type of person who always likes to make others feel the best they can and my way
of doing this is through making jokes and lifting spirits. I am also a very fair person and do my best to
allow everyone to feel the same and have equal opportunities. Teamwork is also a strength of mine as
I work well with others and grew up playing sports and learning how to cooperate in a group. The final
strength of honesty confused me at first but I now realize I resonate with this because I never try and
be someone I am not and put forth my genuine self to anyone I may interact with. Learning my top 5
values has allowed me to use what I am best at to succeed the most I can each and everyday.
https://www.viacharacter.org/Dashboard
HDF290 Practicing my personal values statement has positively impacted my day to day life by allowing me to
be aware and improve my strengths and weaknesses. I have been more apt to challenge myself
especially with my weak strengths to try and improve myself as a whole. I have used kindness and
humor more in general when interacting with people on the daily. I try everyday to complement at least
on stranger on something. I have used honesty to make more of an effort to let others know how I am
feeling because I do tend to hold back my emotions with is not helping anybody. Recently, I am part of
a sorority and taken many leadership positions within. Fairness and teamwork comes into play when
leading such a large group of girls and I always work my hardest to make sure everyone feels
welcome and heard.
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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
16. Student will show application of Manz &
Sim’s theory to own life
Sorority Work As part of a sorority here at URI, I have worked very hard to raise money for our community while also
being able to work toward my personal self and future career. For our community, my sororities
philanthropy is the Phi Sigma Sigma foundation which raises monies for under privileges students and
promotes college readiness. The Phi Sigma Sigma website describes the goal of our foundation
“providing the next generation with the resources necessary to succeed in the classroom, we are also
helping to prepare them to succeed outside of the classroom”. We have a school nearby in Wakefield
which the money goes directly toward to help their students have better school supplies and create a
better learning environment. The sorority does events like selling donuts or clothing drives to raise the
money. Phi Sigma Sigma has also helped me work toward my career through career workshops held
each year that help us build our resumes for the future. As far as personal issues go, we have mental
health nights as well like yoga nights, paining nights, and self care to work on ourselves while also
working to build a better community.
https://www.onephisigmasigma.org/foundation-impact
PSY113 In PSY113, we were taught the “Hierarchy of Needs” theory by Maslow. The theory explains
categories that that motivate people. The diagram is shaped like a pyramid, the most basic needs at
the base of the pyramid then moving up to more advanced needs at the point. These levels include
physiological, safety, love and belonging, esteem, and self-actualization, with self-actualization being
the top of the pyramid. According to Wichita State University, Maslow's theory argues “that the most
basic needs must be met before people can move ‘up' to the more advanced needs”. This theory is
important for people to understand how to work through each category and reach the highest level,
self-actualization.
https://www.wichita.edu/services/mrc/OIR/Pedagogy/Theories/
maslow.php#:~:text=Maslow's%20Hierarchy%20of%20Needs&text=From%20the%20bottom%20up%
2C%20the,esteem%2C%20and%20self%2Dactualization.
PSY113 Maslow’s theory of hierarchy of needs applies to my own life because each section applies to
something that I need in my everyday life. For example, physiological needs include food, water, and
clothing that I am lucky enough to be able to have. For safety, I live in an on campus dorm which
provides a roof over my head and has special precautions to keep outsiders from coming into my
room and hall. My love needs include the loving family and friends that I am surrounded by each day. I
am able to reach my esteem needs as a college students when receiving good grades from hard work
that encourages me to keep moving forward. The most advanced need of self-actualization is
something I am working toward as a college student and am able to focus on as I am lucky enough to
have established all of the other needs on the hierarchy.
Leadership Inventory Revised 08/22/2017 9
 17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus (MBTI),
LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
Outcome
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)
HDF290 In HDF 290 I took the CliftonStrengths Assessment. From taking the StrengthsQuest quiz, I learned
my top 5 strengths are futuristic, woo, includer, restorative, and positivity. I also received and in-depth
and unique analysis of how these strengths into my personality. I realized how much I spend my time
and energy working towards a future and my priorities in life. I also realized I prioritize making sure
others are doing well and working to the best of their abilities. I have also realized that I struggle in the
category of putting my current self first, which is a weakness I recognize I have to work on. According
to Gallup, I might direct my attention to “a few things you want to accomplish in the coming months,
years, or decades” which can push and pull me into the future. From that description, I realized I
should spend more time focusing on the present, because I am constantly working to build a future
and ignore how I am doing now.
https://my.gallup.com/_Portal/Component?
gssClientId=AQICAHgQYh6al9Hr04cv5_2BNPJRfmspxGjTTJa3E2iHJcCAE3vAEfqq7Uqtx3qN3A2FIy
wtbHAAAAcTBvBgkqhkiG9w0BBwagYjBgAgEAMFsGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQ
QM7VxVkbVkcXzhrKirAgEQgC6Xe0Re0stT5t9LgIbbN566XBGeN67XR48SGP0mTzdxBToZ4sOMoF
OlPNVcO2Fx&gssComponentId=6872#/summary
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF290 In HDF290, we learned about the theory of “Authority and Bureaucracy” by Max Weber. In this theory,
authority represents a form of power and can be represented in 3 different ways. The first mode of
authority in this theory is traditional authority. According to University of Minnesota, traditional authority
“is power that is rooted in traditional, or long-standing, beliefs and practices of a society.” This means
that power is assigned to certain people as a result of different beliefs and traditions, wether it be
religious or cultural. The second type of authority is rational-legal authority which separated power as
a result of societies laws and rules. This can be present in the legal system as judges and police
officers are given authority to keep citizens abiding by the laws. This can also be seen in the United
States Government as the president has authority over the whole country to make decisions for its
citizens. The last type of authority is charismatic authority. This is the type of authority that is
established through qualities and beliefs on an individual. The University of Minnesota gives the
example of Martin Luther King Jr. as someone who displays charismatic authority. He was someone
who displayed characteristics that created a following. The bureaucracy part of this leadership theory
is an organization where people display types of authorities and set rules and procedures to maintain
structure.
https://open.lib.umn.edu/sociology/chapter/14-1-power-and-authority/
Leadership Inventory Revised 08/22/2017 10

21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
HDF290 In HDF290, I was presented the Scientific Management Theory by Frederick Winslow Taylor. Villanova
University describes this theory as “a method of improving efficiency in the workforce… [using]
scientific methods to assess work processes”. It involves the three steps of observation,
experimentation, and analysis. It also involves 4 principles of increasing productivity and profit,
assigning tasks based on skill sets, being observant of workers, and dividing workload. Taylor created
this method to advocate “for workers to be matched to the projects for which they were most naturally
gifted” (Villanova University).

https://www.villanovau.com/resources/leadership/scientific-management-theory-explained/
#:~:text=Scientific%20management%20theory%20is%20a,observation%2C%20experimentation%2C
%20and%20analysis.

22. Student will describe personal application
of the above theory (Taylor)
Work Experience (pizza place)
I have been able to witness application of the “Scientific Management Theory” at my job at a pizza
place. The theory is used to improve efficiency in the work place which I have seen my boss do. For
example, many of things have changed around my work since I started working to improve efficiency
the restaurant through the steps of observation, experimentation, and analysis. A specific example
that comes to mind is the recent renovation of the inside of the restaurant. When I first started working
there we did not have an area to sit down and eat and only did take out. My boss saw that as
COVID-19 was improving, more people were looking for a place to sit down and eat. At first, we put
outside tables which drew in more business for people on lunch breaks and looking to sit with families,
but this was only productive during the summer and light hours of the day. My boss decided to
renovate the restaurant and put in a seating area. To this, I had to adapt from being a counter worker
to a waitress as well. The new seating area has definitely given the business new customers and now
allows for families to sit down and eat together. This is an example of how I’ve seen my boss use the
“Scientific Management” theory to improve the business I work for and increase productivity.

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
HDF290 In HDF290, I was presented with “Theory X and Theory Y” of leadership by Douglas McGregor. The
theory was created to motivate all different types of employees.Theory X assumes a pessimistic view
on employees in that they are lazy and dislike work. In return, the employer treats the employee more
controlled and direct. Theory Y has an optimistic view of workers and assumes they are working their
hardest. There is no need for them to be micromanaged to complete tasks on time. According to
Harvard Business Review, this theory draws a “distinction between the assumptions about human
motivation which underlie these two approaches”.

https://hbr.org/1970/05/beyond-theory-y

26. Student will describe personal application
of the above theory (MacGregor)
HDF290 Job at pizza place Theory X and Theory Y by McGregor personally applies to work and classes that I have experienced
in my life. In terms of Theory X, I have had a professor in a chemistry class in the past that treated
students with disrespect and assumes that the class was lazy and needed to be treated like children.
Personally, this made me less motivated to work in the class because I do not respond to this type of
leadership well. I personally prefer Theory Y of leadership. This applies to my job that I have in my
hometown. I work at a pizza place and my boss lets me work on my own with out micromanagement. I
respond a lot better to this method of leadership because I can take ownership of my own work and
take initiative.

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 27. Student will show knowledge of the
“Servant Leadership” theory of leadership
by Greenleaf
28. Student will describe personal application
of the above theory (Greenleaf)
29. Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey
30. Student will describe personal application
of the above theory (Covey)
HDF290 In HDF290, one of my classmates presented on the “Servant Leadership” theory by Robert Greenleaf.
This is a style of leadership where one puts others before themselves instead of prioritizing
themselves. According to Stark State University, servant leadership “enriches the lives of individuals,
builds better organizations and ultimately creates a more just and caring world”. This style of
leadership has 10 principles which are listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to growth, and building community. These
principles are important to “Servant Leadership” because they all represents the ways a leader is able
to put their followers before themselves in order to build a positive environment and make change.
Listening involves being able to listen and apply others ideas. This can be describes as a way to “build
relationships with staff primarily by listening closely and by asking many questions” (Tarallo). The next
principle, empathy, builds trust between leader and follower by realizing their needs are just as
important as yours. Healing involves being able to make sure not only the leader is practicing self-
care, but also workers/followers are taking care of themselves and being healthy. The fourth principle
is awareness. Awareness is knowing what is going on with your followers and also the world around
them. The fifth principle is persuasion which involves the leader being able to be persuaded by
members of the group and being open to new ideas. Conceptualization is understanding where you
are trying to take members of your group as a leader and implementing your goals in a positive
manner. Foresight is being able to look beyond and see how decisions will impact the over all well
being of your group. The eighth principle is stewardship, which is described as the principle that
“focuses on trust that has been developed as the lifeblood of the organization” (NSLS). Commitment
to growth involves doing everything possible to make sure your followers are able to grow as
individuals and members. The last principle is building community which is when the leader is
committed to building strong bonds between members and yourself to create a tight and trusting
environment.
https://www.starkstate.edu/public/system/uploads/files/Student-Life/Servant-
LeadershipPowerPoint.pdf
https://www.shrm.org/resourcesandtools/hr-topics/organizational-and-employee-development/pages/
the-art-of-servant-leadership.aspx
https://www.nsls.org/blog/what-is-servant-leadership-and-how-to-apply-it
HDF290 I have seen the “Servant Leadership” applied by my NEU262 professor this semester. He openly
NEU262 listens to all of our suggestions as students and applies them into our coursework. He displays all
(Neurosceince Lab principles of this theory, in particular listening, awareness, persuasion, and empathy. Like I mentioned,
Techniques) this professor listens to his students and often engages in conversation of what he can do to improve
the class for the rest of the semester and following semesters. He shows awareness as he
understand that we are all students with other coursework. He also always mentions the fact that the
language barrier between us may make it hard to understand some information and is very kind when
we ask for clarification on information. He displays empathy to the class when he lets us know we are
all in this together and this class is a learning curve for everyone, as this is a fairly new course to URI.
Lastly, this professor shows persuasion as he is able to consider our ideas and apply them to the
course to make the best situation for everyone involved.
Leadership Inventory Revised 08/22/2017 12
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
HDF290 In HDF290, we learned about the “Situational Leadership” theory by Paul Hersey and Ken
Blanchard. This theory analyzes situations between leaders and followers and include 4
different types of leadership. The Center For Leadership Studies describes this theory as a
way “ for leaders to match their behaviors with the performance needs of the individual or
group that they are attempting to in uence”. The rst type of leadership in this model is
“Style 1- Telling, Directing, or Guiding”. This is a straight forward and short-term approach
at leadership that is very speci c and direct. Style 2 is “Selling, Coaching, or Explaining”
which is similar to the direct approach but involves more communication with members.
The next type is “Style 3- Participating, Collaborating, or Facilitating”. This is when the
leader supports the followers decisions and interacts with them to help them reach their
goals. The last type is “Style 4- Delegating, Empowering, or Monitoring”. This is the least
direct type of situational leadership in which the follower is able to make their own
decisions with direction from their leader. These 4 styles of leadership apply to this theory
because the leader has the ability to make decisions on which style to use depending on the
situation at hand to achieve the best outcome.

https://situational.com/situational-leadership/

Leadership Inventory Revised 08/22/2017 13

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 40. Student will describe personal application
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
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Work Experience (pizza place) At my job at a pizza restaurant, I have seen my boss apply all 4 different styles of situational
leadership depending on the circumstances. Most of the time, my boss will use “Style 4-
Delegating, Empowering, or Monitoring”. He tends to trust us as employees to allows meet
use my best judgment to make decisions. However, when the restaurant gets busy, my boss
tends to use “Style 1- Telling, Directing, or Guiding” to make things happen quick and
ef cient. When the restaurant becomes super busy, it is very important to make sure each
customer leaves satis ed and happy and direct leadership is very ef cient is fast paced
situations. My boss will also use “Style 3- Participating, Collaborating, or Facilitating”
when the restaurant gets busy. He is not afraid to step in and assist the cooks at doing their
job or pick up phones if needed at the counter. He sometimes uses “Style 2- Selling,
Coaching, or Explaining” in the workplace as well by helping me do my job more
ef ciently and allowing me to ask questions when needed,
HDF290 In HDF290, I presented on the Relational Leadership Model. The model understand the
leadership is a relational process meaning that people can work together to attempt to
accomplish change. This model is meant to be an aspiration for leadership in groups. It
contains of 5 components. These include being purposeful, inclusive, empowering, ethical,
and process-oriented. It is important to keep these components in mind in order to build a
strong organization with committed participants who know they matter. This model comes
from the book Exploring Leadership for College Students Who Want to Make a Difference
written by Komives, McMahon, and Lucas. The book also explains the “Knowing, Being,
Doing” of each of the 5 components of the model. This shows examples of how to
implement each component into situations by understanding the concept, putting it into
action, and carry out each action.
https://www.wiley.com/en-us/Exploring+Leadership:
+For+College+Students+Who+Want+to+Make+a+Difference,+3rd+Edition-
p-9781118399477
HDF290 I have used the relational leadership model in my life recently when working on a group
project for HDF290 on climate change, speci cally The Willow Project. My group has been
able to implement all 5 components of this model into out our project. First, being
purposeful was important when deciding upon our topic for the presentation and how we
wanted to express this to the class. We decided upon the Willow Project as it is a very
prominent issue currently that more people need to learn about. Inclusivity was used when
the group was assigning roles to each member and dividing research. Also, inclusivity can
be seen in how we all listen to one another for ideas relating to the presentation. The
process-oriented component can be seen in the way we have worked to create a solid,
informative presentation for our classmates and incorporated our research into the project.
The ethical component of the model is evident in the way we all uphold one another to equal
standards and treat each other with equal respect. Lastly, we hope our presentation can be
empowering to our class mates and inform them on why they should care about our topic.
Leadership Inventory Revised 08/22/2017 14
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 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
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
et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
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.
HDF290 In HDF290, I was presented with The Experiential Learning Model by David Kolb. This
models based on a cycle with a series of 4 steps with are experiencing, re ecting, thinking,
and acting. According to the United States Departments of Agriculture, experimental
learning exhibits how “people learn skills and develop knowledge through real-world,
hands-on experiences”. Out of all the leadership models presented in class, I resonate the
most with this model as I am the type of person who appreciates hands on experiences and
learn well through this style
https://www.nifa.usda.gov/sites/default/ les/resource/Experiential-Learning-Model.pdf
HDF290 BIO223 (Anatomy II Lab) In my everyday life, I learn well through the Experiential Learning Model. This model in
real life can be how experiencing something will “stick out in your mind and help you retain
information and remember facts” (Western Governors University). An example of this in my
life is the labs that I take with biology lectures. The steps of the model are experiencing,
re ecting, thinking, and acting. In biology labs, experiencing is the actual hands on work
that we do in the labs, including working with models and diagrams. Re ecting is the
assignments we do based on what we have done in lab. Thinking includes studying and
reviewing assignments and nally acting would be lab practicals where we are tested on
what we did in lab. This model of learning helps me learn well because I am able to
visualize and act on information.
https://www.wgu.edu/blog/experiential-learning-theory2006.html#close
HDF290 In HDF290, we went over the Social Change Model of Leadership and Development by
Alexander Astin. According to UC San Diego, the model was established “to undertake
actions which will help their community to function more effectively and humanly.” The
model is based on the three dimensions of group, individual, and societal values. Then these
three groups are given values known as the Seven C’s. These values are consciousness of
self, congruence, commitment, collaboration, common purpose, controversy with civility,
and citizenship. This model was created with the purpose “ to make a better world and a
better society for self and others” (UC San Diego)
https://gels.ucsd.edu/hawaii/leadership.html
Leadership Inventory Revised 08/22/2017 15
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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
HDF290 In HDF290, I was taught the path goal theory by Robert House. This theory of leadership
explains the different ways leaders can go about motivating their followers. There are 4
leader behaviors according to this theory including directive, supportive, participative, and
achievement oriented. The directive leader is straightforward and de nes exactly what they
expect from their followers. The supportive leader are more approachable and friendly while
treating their followers as equals. The participative leader takes followers ideas and
suggestions into considerations and collaborates with them. The achievement oriented
leader push their followers to always work their hardest. The theory describes how a leader
can have more than one of these traits at the same time. It also explains the difference type
of followers being needs for af liation, preference for structure, desire for control, and task
ability. Penn State University describes these follower preferences helpful to “determine
whether followers nd their leaders as satisfying or as way to reach future satisfaction”.
This theory is helpful in all types of leadership situations including mangers and teachers.

https://sites.psu.edu/leadership/2016/06/29/what-is-path-goal-theory/

Leadership Inventory Revised 08/22/2017 16

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 60. Student will describe personal application
of the above theory (House)
HDF290 The path-goal theory by Robert House can be applied to my life as a student because I
de nitely prefer a certain type of leadership from my professors and also have certain
follower characteristics as well. In terms of leader behaviors, I tend to work better with
supportive and direct leaders. I like told being clearly what is expected from me and what
needs to be done but I also prefer a friendly approach to this. I tend to work better with
professors who are more approachable and relationship-oriented because I feel comfortable
talking with them outside of class, like going to of ce hours or just reaching out for extra
help needed. I de nitely thrive under these two leader behaviors. As follower in this
situation, I resonate with preference for structure as I prefer organization in a course with
lectures and assignments. I also am a follower with a need for af liation because I prefer
leaders who are friendly and supportive.

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

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

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.)

Leadership Inventory Revised 08/22/2017 18

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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;
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.)
HDF 290 In HDF 290, I completed a project with highlighted laws and policies based on a controversial modern
issue and its relationship to leadership. The project competed was on the Willow Project, an oil drilling
venture that will decrease American dependence on foreign energy supplies. I research multiple laws
and policies that this project disobeyed and leadership organization based on the controversy. The
first law the Willow Project is said to violate is the National Environmental Policy Act which discussed
how the project failed to assess the negative impacts before putting it into action. The second act this
project violates is the Endangered Species Act as the oil drilling may endanger and threaten species
and their habitats. Based on these laws, multiple organization have been created to stop further action
for the Willow Project. An example is Earthjustice, a non profit organization in opposition of the project.
They used to the violations of these policies to gather others in hopes of improving the environment.
The goal of Earthjustice is to “use the power of the law to fight those who would harm our
communities, our climate, and the natural world we value so deeply” (Earthjustice). This is just one
example of how I have seen and researched how laws related to issues of equity relate to leadership.

https://act.earthjustice.org/jDWyVKMihkC16JuIF4SJAg2?
sourceid=1045138&ms=220805_paid_dfe_google_issue_cntrl&utm_source=google&utm_medium=pa
id&utm_campaign=newdon&utm_term=branded&utm_content=cntrl&gclid=CjwKCAjw__ihBhADEiwA
XEazJv9LW0s8y7wRuneaK8Skb87kTnWCxwYZ1z3z0udgtm9GochFY_FDVhoCM3gQAvD_BwE

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
Leadership Inventory Revised 08/22/2017 19

 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 Sophomore Breakthrough During my time here at URI so far, I have learned how to incorporate inclusive leadership into my life.
inclusive leadership Experience From the sophomore breakthrough experience, I learned about others identities and how that impacts
Sorority Member learning styles. In particular everyone there filled out a worksheet titled “Identity and Leadership”
which asked questions that clarify how we identify, what we feel is most important about ourselves,
and how this impacts our lives. Hearing my peers answers to the questions made me realize everyone
has different identities that impact our lives. Also, different people respond to different things due to
these identities so it is important to be including of all types of people and work with them. I will now
try harder to consider different perspectives and collaborate more effectively with others. Also, as a
member of greek life, I was able to attend a Diversity Dialogue session which opened my perspective
on implicit biases and perspective. According to the National Institute of Health, implicit bias is defined
as “ a form of bias that occurs automatically and unintentionally, that nevertheless affects judgments,
decisions, and behaviors”. We took a quiz in which we were given situations and were given results to
see which implicit biases we. May have. I now know what I need to work on in terms of judgment and
biased and how to be more inclusive of others, despite internal perspectives.

https://diversity.nih.gov/sociocultural-factors/implicit-
bias#:~:text=What%20is%20implicit%20bias%3F,retaining%20a%20diverse%20scientific%20workforc
e.

Leadership Inventory Revised 08/22/2017 20

Outcome Category: Critical Thinkin

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 HDF190 I have been able to demonstrate critical thinking into my life, specifically through the balance of
critical thinking school work during my time here at college. Each day, I find my self using critical thinking to plan out
my day and make sure everything I need to complete is done to the best of my abilities. 4 critical
thinking skills I find myself using commonly are observation, inference, communication, and problem
solving. First in the morning I use observation to find all assignments needed to be completed that
day and write them down in my planner to make sure they all get done. I then use inference to decide
how long each assignment will take me and how I can plan to get it all done in one day around
classes and other commitments. I use communication to discuss assignments with my peers or
professors if clarification is needed or for group work. Lastly, I use problem solving to fix any
problems that may arise with my plan in the day wether it be an unexpected event or something
takes me longer than planned. I then need to fix my schedule around the issue at hand.

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

Leadership Inventory Revised 08/22/2017 21

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 104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
HDF290 In HDF290, I presented on types of proem solving and conflict management. Five different modes of
problem solving include the OODA loop, the ASQ four-step model, the IDEAL problem solving model,
the Kepner-Tregoe Method, and synectics. The OODA loop is a strategy developed by military
personnel as a form of quick acting problem solving. OODA stands for observe, orient, decide, and
act. The process is a loop meaning that once you achieve step 4, act, you move back to step 1,
observe, and repeat the process over again. The ASQ four step model was developed by the
American Society for Quality (ASQ), to achieve a problem solving technique to manage businesses.
The four steps are to define the problem, generate alternatives, evaluate and select solution, and
implement and evaluate. The IDEAL problem solving model is a 5 step process by John Bransford.
The steps include identify problems, define goals, explore strategies, anticipate outcomes, and look
back and learn. This method does not call for a fixed approach. The Kepner-Tregoe method by
Charles Kepner and Benjamin Tregoe is a diagram that attempts to answer 4 basic questions. This
being what is going on, why is it happening, what should we do, and what lies ahead. This is don
through the steps of situational appraisal, problem analysis, decision analysis, potential problem
analysis, and potential opportunity analysis. Lastly, synectics was developed as a result of observing
problem-solving sessions by George Prince and Bill Gordon. It a 9 step process including task
headline, task analysis, springboards, selection, ways and means, emerging idea, itemized
response, possible solution, and next step. The Thirteen Problem-Solving Models by the University of
Arkansas at PineBluff was the main source used when researching these problem solving methods. I
also learned the roots conflict which can include “limited resources, unmet needs, and different
values” according to Robin Funsten, a Conflict Resolution Specialist. Learning modes of problem
solving and roots of conflict has helped me when working in projects to work through issues as a
group.

https://www.uapb.edu/sites/www/Uploads/Assessment/webinar/
session%203/13%20Problem%20Solving%20Models.pdf

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)

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.)

Leadership Inventory Revised 08/22/2017 22

Outcome Category: Interpersonal and Organizational Concepts & Skill
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

109. Student will demonstrate knowledge of

active listening techniques

110. Student will describe examples of using

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

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

Leadership Inventory Revised 08/22/2017 23

s

123. Student will demonstrate knowledge of

framing based on psychology and its use in
group facilitation

124. Student will demonstrate proficiency of

framing based on psychology and its use
in group facilitation

125. Student will demonstrate knowledge the

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

126. Student will describe personal application

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

127. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings

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.)

Leadership Inventory Revised 08/22/2017 24

136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
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)
Sorority Member As a member of a sorority of URI, I have developed my membership skills in this organization.
Specifically, collaboration. Collaboration has definitely something I use in this organization by working
together with fellow members to raise money for out philanthropy. We have all worked together to
create many events to raise money. We have also been assigned to work with different fraternities to
set up events and raise money. A specific example of this is a sale we had this semester for Red Bulls
outside the union. Together we were all too collaborate to set up a stand, make signs, promote our
event, and sell Red Bulls to URI students on campus. Another event I participated in as a member of
this organization is our spring recruitment. Together, about 50 girls took time out of our days to
practice conversations and create decorations for our recruitment. The work that we all put in to this
event was very successful as we got 12 new members to join our sorority and become new members.
Overall, the membership skills I have gained from being part of this organization has been due to the
collaboration I exemplified during a number of different events.
COM100 In COM100, I was taught how to be proficient in persuasive public speaking. This class assisted me in
learning public speaking tips and modes communication. This includes the use of ethos, logos, and
pathos. Lumen Learning describes how “credible speakers make well-rounded arguments that involve
a combination of ethos, pathos, and logos”. Pathos is the use of emotion to persuade listeners,
including empathy or anger. Logos is the use of facts and data in order to support the point you’re
trying to make. Ethos is establishing your character with the listener to create a credible argument. For
example, if I was making persuasive speech trying to encourage people to buy my product I could use
ethos, logos, and pathos. Ethos could be used to describe background as an entrepreneur and give
credentials so the speaker hears that I know what I am talking about. Logos can be used to give data
on how many people have purchased this product already and show positive reviews from customers.
Pathos can be used to describe the situation that the product was made to fix in order to draw out
emotions from the crowd and help them realize the need for the product
https://courses.lumenlearning.com/wm-publicspeaking/chapter/introduction-to-ethos-logos-and-
pathos/
Leadership Inventory Revised 08/22/2017 25

144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

145. Student will describe personal examples of

preparing for and being interviewed

146. Student will show knowledge of effective

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

147. Student will describe personal examples of

working in collaboratives/coalitions

148. Student will demonstrate knowledge of

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.

149. Student will demonstrate proficiency in

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 Field Hockey In high school, I was captain of the JV eld hockey team which was one of my favorite
building relationships with members as a leadership positions due to the connections I made with the members. My goal as a leader
leader was to lead the team to be the best players they can be and improve the sport of eld hockey.
I did this through teaching each member and connecting with them individually. I think it is
very important to make sure each member was heard and apply and ideas they may have. I
also made sure that I was able to be someone that they were able to come up to with any
questions pertaining to anything, even outside of the sport. This position is de nitely
something I take into consideration when taking new leadership positions because of the
connections I was able to make with the members of my team.

154. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader

155. Student will describe personal examples of

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

Leadership Inventory Revised 08/22/2017 26

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156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
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 personal examples
related to being a peer leader and being
led by peers
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URI101 URI101 mentor training During my freshman year at URI, I took a course entitled URI101. This class is mandatory
for freshman and separates new students by major into smaller classes. In this class, we had
an older student at URI in our major there to help us navigate our transition to URI. My
mentor helped me learn how to get involved on campus, which classes to take, which
professors to take classes with, and other advice. This year, I applies to be a URI101 mentor
in the upcoming semester to help incoming students. I got the position and although it does
not start until the fall, we have began some practice and training to become a mentor. So far
we have been given situations to respond to and practiced how to answer as a mentor. I am
very excited to begin this position in the upcoming semester and help new students the way
I was helped my rst year here.
Leadership Institute As an incoming student at URI, I participated in the Leadership Institute which helped build
my leadership skills prior to the start of school. At the institute, we had peer mentors which
were fellow students at URI who taught us leadership skills and development. This is an
example of how I have been ledgy my peers in college. My peer mentors led my group
through different activities and challenges over a couple of days. A certain activity that
stands out in my mind is a game we played where we all had to make a ramp for a marble
without dropping it but could not talk. This taught me that communication is much more
than speaking and it is possible to work together in the toughest of circumstances. The peer
mentors facilitated the activity and me and my peers had to collaborate to get the marble
safely to the ground.
Leadership Inventory Revised 08/22/2017 27