Outcomes Inventory - HL

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
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.
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 work place and global marketplace. The CSLD seeks to
progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and
one that is customized for each student. We utilize a cross-disciplinary approach to leadership education designed to complement
your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of experiential learning,
practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the
areas of interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all
of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one
department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned
in each graded course. At least 12 of the credits must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other
minors may be used for the minor* (*this does not apply to students in the College of Business). With the exception of internship
credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or
term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with
your graduation plans nor guarantee space in any required course.
CORE REQUIREMENTS- 9 Credits
Required Class options Notes
Element
Introductory HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a
3 credits or max. of 120 hours of documented internship experience
Experience through Office of Experiential for graded credit
Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
or Offered in the fall and spring with Dr. Cooper
BUS 441: Leadership Skills Development
or
Must be in Honors or have GPA of 3.3
HPR 411/412: Honors Senior Seminar
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some
1 credit exceptions)
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 COM 402: Leadership and Motivation HDF 416: Leadership in Organizations
US (capstone option) HDF 417: Leadership Minor Internship
BUS 341: Organizational Behavior COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
BUS 441: Leadership & Motivation COM 421: Advanced Interpersonal HPR 118: Honors Course in Speech
(capstone option) Communication Communications
BUS 443: Organizational Design & COM 422: Communication and Conflict HPR 203: The Prepared Mind
Change COM 441: Race, Politics and the Media HPR 412: Honors Seminar (capstone
BUS 448: International Dimensions of COM 450: Organizational option)
Business Communication MSL 101: Introduction to Military
BUS 449: Entrepreneurship COM 461/462: Managing Cultural Leadership
COM 100: Communication Differences in Organizations MSL 201: Leadership & Military
Fundamentals CSV 302: URI Community Service History
COM 202: Public Speaking GWS 150: Introduction to Women’s MSL 201: Military Skills and History of
COM 208: Argumentation and Debate Studies Warfare
COM 210: Persuasion: The Rhetoric of GWS 310: Race, Class, Sexuality in MSL 202: Leadership & Team Building
Influence Women’s Lives MSL 301: Leadership & Management
COM 221: Interpersonal Communication GWS 350: International Women’s Issues PEX 375: Women in Sport ‐
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Contemporary Perspectives
COM 302: Advanced Public Speaking Excellence (FLITE) (introductory PHL 212: Ethics
COM 308: Advanced Argumentation course option) PSC 304: Introduction to Public
COM 322: Gender & Communication HDF 290: Modern Leadership Issues Administration
COM 351: Oral Comm. in Business & the (introductory course option) PSC 369: Legislative Process and Public
Professions HDF 291: Rose Butler Browne Program Policy
COM 361: Intercultural Communication Peer Mentoring Program PSC 504: Ethics in Public
COM 383: Rhetorical Theory HDF 412: Historical, Multi‐Ethnic, & Administration
COM 385: Communication and Social Alternative Leadership (capstone SOC300/WMS350: Women and Work
Influence option) THE 221: Stage Management
HDF 413: Student Organization THE 341: Theater Management
Leadership Consulting
HDF 414: Leadership for Activism and
Social Change
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH

DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon
and Lucas, 1998.
You need to have your own act together before you can lead others:
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different
outcomes; all of the classes list these outcomes on the syllabi (the words “goals” or “curriculum areas” may be
used instead). In many of our classes, the assignments can serve as your evidence. Periodically, and not less
than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome.
As the semesters pass, you will think of things from recent semesters and semesters further in the past, or people
or jobs, etc. in your past that also influenced your progress on that outcome. Do not let that ambiguity upset
you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive
notes” column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end
of each section, you need to include evidence that supports your development toward the outcomes. Copies of
papers, grading sheets, evaluation letters—anything that shows that someone has determined that you have
demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your
evidence to include in your Portfolio.
Outcome Category: Self-Leadership

Outcome Target Additional Descriptive notes regarding
class Experiences learning and practice
1. Student will demonstrate BIO101 Work-Jennifer’s Starting college is a very difficult task for some. I am
autonomy and a a part of the few who had grades drop as a result of
* minimized need for
Chocolates the change. In URI101 we learned about minimizing
approval the need for approval. Throughout high school my
parents were on top of my grade so I often did not want
to do badly on an assignment but in college they
cannot see my grades. I decided that in BIO101 I was
not going to try very hard. That resulted in a very low
grade, and I was devastated. I was angry within myself
because my parent’s disapproval. I eventually learned
that within that experience I no longer need to be
lectured and search for their approval within mt grades,
I need my own. I need to put the work in and be
accountable for my own accomplishments. I am
working towards my work ethic and am trying my best
to uplift my GPA.
I also no longer search certain approval at my job
as a chocolatier. I used to get complaints all the time
bout pricing, the taste, and more of the products. I
would take it all the heart and felt badly but I eventually
learned that it is not my fault. I do not make the recipes
for the chocolates, I do not price things myself, and I
cannot know a certain person’s likings myself. It is not
my job to do these things. I am supposed to provide
the chocolate asked for by the customer. I cannot
change the fact that they ate the products therefore no
returns can be made. I do not have control over the
customers feelings therefore I do not need their
approval just my boss’s.
2. Student will demonstrate HDF190 Welcome Day AT URI we have something called
personal, organizational,
* and academic examples
2023 - URI Welcome day. It is a day for accepted
of self-discipline students, committed or not, to check
out the clubs, organizations, and
opportunities provided by the school.
As a student of HDF190 was given the
opportunity to demonstrate my
personal, organizational, and academic
skills during Welcome day. I got to the
table early, set up the goodies and
informational brochures. I then met and
talked with kids and families about the
minor and its amazing options. For
example, I am in the minor so I knew
mostly about the classes and what the
classes are like, but I did not go to
institute so I tried my best to explain
that or send the people to Samantha
who did go to institute. The day took a
lot of self-discipline as you are on your
feet, reaching out and talking to
hundreds of people, and providing a fun
experience for families/future students.
3. Student will demonstrate URI101 My job – The During my job, you can be harassed,
the ability to manage
emotions
Paper Store cussed out, yelled at, and more. I
cannot show certain emotions during
this time. I cannot yell, tantrum, or get
angry. I can try to stay calm and calm
the person who is being aggressive. For
example, I had a customer yell at me
due to her coupon being expired. At the
Paper Store, we are not able to fix the
expiration date to out the expired
coupon through. Therefore, the
customer was angry at me. I calmly
tried to reason until she left the store. I
did not yell or raise my voice. I showed
incredible management of my
emotions.
4. Student will demonstrate HDF190 Welcome day Pt. In HDF190 I got to experience
knowledge of stress
* management methods
2 groupwork and activities which involved
meeting many people. As an introvert,
that was a stressful experience, but I
would breathe through the anxiety. This
is a similar tactic I used while working
Welcome day for URI. I was at the Table
helping the Center for Student
Development and leadership. I had to
talk to and meet hundreds of people. I
helped explain the Leadership minor
and Institute, a camp like program for
freshmen. It was a stressful day as
someone with social anxiety. At first I
was quiet and barely spoke but I then
found my voice. I loved working on this
day because of the connections and
moments made with future students.
The families would ask all type of
questions. Most families would ask
questions about my personal
experience as a student. I ended up
using breathing techniques to help with
my stress but I eventually was in the
zone. I am very thankful for being able
to work on Welcome day. Thank you!
5. Student will demonstrate WRT104 WRT104 In Wrt104 I have had to work with one
the ability to manage
stress
incredible partner and another less
amazing person. This causes a lot of
stress due to the project being a big
part of our grade. I spend my personal
time to fix or finish his work. He has
barely done anything. I remain calm
when seeing him or working with him. I
learned that talking to him about the
problem would help. This managed my
stress and made me feel more secure in
the project.
6. Student will express a HDF190 PHL 212, In any part of your life, you should be
personal code of
leadership / membership
Scouting, and expressing leadership code and ethics.
ethics work settings For example, at one of my jobs, I am a
type of manager, and when another
employee comes up and tells me
something personal or anything it does
not leave between us unless serious.
That is the ethical thing to do with
someone's information, keep it to
yourself unless it is serious. The things
said within HDF190 groups do not leave
HDf190 groups. That is a good rule to
follow in every aspect of your life.
Another example is in scouting, I used
to be a girl scout and we had an honor
code. The code consists of being kind,
helping, and protecting others. This
meant to be nice to everyone, help
whenever help is needed, and
protecting people from any harm or
danger you could prevent. These are
still my personal codes. These codes are
engrained into my mind and stick with
me during many decisions.
7. Student will demonstrate HDF190 Work – Jennifer’s When I am talking to my bosses about
practice of the personal
code of ethics
Chocolates business, I cannot let that information
leave the stores. I work at Jennifer’s
Chocolates and The Paper Store. These
businesses allow me to handle their
money, personal business, and more. All
of this information must stay
confidential, or I could lose my job. For
example, my boss from The Paper Store
will ask about the registers at Jennifer’s
and I cannot tell her. They are very
protective of the work systems and
trust me to keep their secrets.
8. Student will express a HDF190 HDF and EDC In HDF190, I took the VIA values
personal values
statement (Sources =
classes, exercise, and it gave me Fairness,
VIA, values clarification workplace Honesty, and Judgement. These are
exercises, etc.) settings, and similar. There must be a balance in life,
friendships especially in college: study, work,
schoolwork, personal life, and more.
This balance is hard to find due to the
ever so changing schedules. I work two
different part-time jobs to afford
college, and one of my friends doesn’t
work at all. We have different lifestyles.
For example, she has a lot of free time
to go to parties, hangout with friends,
and do stuff on her own time but I am
working a few days a week and in
school the rest of the time. At first, I did
not find it fair that she didn’t have to
work, and I did. Then I realized my
parents are helping me build credit and
financial dependence.
I believe honesty is the best policy
whether someone will feel bad or not. I
would want someone to be honest with
me if my outfit did not look good. What
is a relationship without honesty? There
is nothing without honesty, it is the
ground of a relationship. For example, I
had gotten a new outfit, it did not
match at all, but I woke up early put it
on and left. I went into my morning lab
and asked my friend if I looked stupid.
She said, “yes you are wearing all bright
pink”. I valued how she told me her
honest opinion; I would rather hear the
truth than someone letting me look
silly. I was not hurt or mad because I
asked for her opinion, I was happy.
VIA Character Strengths Survey Results

| VIA Institute on Character | VIA
Institute
9. Student will demonstrate HDF201 Friendships Some of my personal values are

practice of the personal
values statement
empathy, responsibility, and working
together. I want to find a way to show
empathy towards everyone. I want to
help people with whatever problem
they may face. Whoever is in my life
must live responsibly. Finally, everyone
should work together to fix problems.
Examples of each are helping my friends
their rough patches and being their
shoulder to cry on before I talk about
my problems. I am always the
responsible sober friend and designated
drive whenever we all go out. Everyone
has problems and opinions but we
should all understand that there are
differences.
10. Student will demonstrate WRT104 WRT104 In my WRT104 class we have been
the ability to lead a
project from start to finish
presentation doing a group project since the
(follow-through) beginning of the semester. I am
presenting it tomorrow in class. I have
dome multiple outlines, research asset
tables, multiple drafts, and more than
enough long nights of editing. I have
finally finished this project om climate
change the effect of multiple countries.
11. Student will describe HDF190 Therapy, HDF201 I want to become a teacher that is one
goals and objective
statements regarding
of my main goals in my life. I want to
personal issues, career graduate college and follow my dreams
issues, and community but there are some personal issues
issues stopping me. I had some medical issues
going on. I have kidney and ovarian
issues causing me to constantly get sick,
pass out, lose energy, and loss of
appetite. This took a huge turn and
effect on my life. I also have been told
that I am just PMSing but something is
very wrong. Teachers should help me
rather than tell me to catch up. I have a
few good teachers but otherwise I am
slowly sinking in work so I am afraid I
cannot reach my goal of being a
teacher.
12. Student will show HDF190 My Speech In HDF190 we had to plan out, make,
evidence of goals and
* objectives that were
and perform a speech about leadership.
planned and achieved MY speech was on empathy and my
father who explodes with empathy. The
speech went through a few stages of
planning. First was learning about the
characteristic traits, then planning out a
speech, revising and practicing the
speech, and performing. Empathy stood
out because of the lack of empathy is
education. As a teacher I want to be
there for my students and help them no
matter what. My speech was made over
a few days and ideas, I revised the
speech notes as I practiced in front of
my mother. I practiced for two days
before the speech by saying the speech
aloud, timing it, and continuously
finding new things to change. I went
second while performing in class and I
did a great job. I achieved my goal of
performing in front of a class.
13. Student will show
knowledge of the
“Hierarchy of Needs”
theory by Maslow
application of Maslow’s
theory to own life
knowledge of the theory
of Superleadership by
Manz & Sims
application of Manz &
Sim’s theory to own life
17. Student will describe HDF190 PHL212, most In HDF190 I learned about strengths.
StrengthsQuest
Signature Themes,
classes, and Strengths are a person’s most outgoing
shadow side of Strengths everyday life. personality traits. Mine are relator,
and/or weaknesses, and responsibility, achiever, discipline, and
examples of application
(Source = Gallup)
learner. The two that stood out most
for me were learner and discipline. I am
a very rule following person who is very
engaged in school but last semester
that was a different story. I started at
URI as a Bio major. I hated my biology
class, and I lost all passion to continue
the program. I was also in a PHL class
which I equally did not like. I liked the
content but not the teacher’s style of
teaching. Since I hated the classes, I
decided to not take notes, barely focus
during lectures. I was not learning, nor
did I have desire to try. I passed with a
lower grade and that is my fault. I
should have had more discipline and
responsibility in my learning. Even if I
hated the classes I should have tried. I
changed majors and this semester I am
way happier. I have a plan to retake the
Bio class next semester and do better.
As for the PHL class, I got credit and
passed with a C but still that is not my
goal. I prefer A and B not C or D. I
learned I need to have more discipline
over my schoolwork especially for
classes I do not like.
My CliftonStrengths | Home
(strengthsquest.com)
18. Student will describe
personal leadership style
and/or personality style
including strengths and
weaknesses and
examples of application
(Sources = Leadership
style inventories, the
L.P.I., Type Focus
(MBTI), LAMP, DISC,
and other career
inventories, etc.)
Outcome Category: Leadership Theories

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 HDF190 Everyday Life In HDF190 I learned about the servant
knowledge of the
“Servant Leadership”
leadership model. The main
theory of leadership by characteristic that caught my eye was
Greenleaf empathy. Empathy is the act of
connecting and supporting someone
who is going through a change in
feelings. I can detect the change in
atmosphere. If I don’t try to help,
there is a pit in my stomach for not
being there. For example, I want to be
a teacher, so I must be able to tell
when a student is acting differently. I
can help guide them to ease their
mind or fix a problem.
Greenleaf, Robert K. The

Leadership Theory of Robert
K. Greenleaf - Boyden.
https://www.boyden.com/me
dia/just-what-the-doctor-
ordered-
15763495/Leadership%20%2
0Theory_Greenleaf%20Serva
nt%20Leadership.pdf.

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 HDF190 friendship In HDF190 we learned about the
knowledge of the
“Relational Leadership” Relational Leadership Model.
model by Komives, The model is made up of 5
McMahon & Lucas
qualities: inclusive,
empowering, purposeful,
ethical, and process
oriented. I strive to be a
good friend. I have one friend
who said they were going to
hurt themselves. My instant
reaction was to tell an adult. I
told my advisor, who told the
nurse, who called my friend
in for an exam. The nurse had
found she has already cut
herself. Before all this
continued, I told my friend’s
mother. I wanted her mom to
know I was telling the school.
I knew my friend would be
mad, but it was the right
think. I used ethics, purpose,
process-oriented skills to tell
an adult when something bad
was going to happen. I am
still inclusive of her and she
is the same with me. I want to
empower people to stand up
for your friends even if it is
going against their wishes.
Susan R. Komives, Susan D.

Longerbeam. “Leadership
Identity Development:
Challenges in Applying a
Developmental Model.”
Journal of Leadership
Education, 19 May 2020,
https://journalofleadershiped.
org/jole_articles/leadership-
identity-development-
challenges-in-applying-a-
developmental-model/.
the above theory
(Komives et al)
43. Student will show HDF190 My Job – Jennifer’s During my job, I get constructive
knowledge of the
* concept of
Chocolates criticism all day every day. People will
constructivism tell me how to do my job but the only
people I truly listen to are my
coworkers and boss. I get told
whenever I close incorrectly or mess
up on a transaction, but the
information is necessary. I am very
open to getting corrected by the right
people. For example, in HDF190 after
performing a speech the class was
directed to give me advice or words of
encouragement based off of the
speech. I got my paper back and took
the advice as I am known for using
“um” or “like” a lot. That was one of
my main notes and constructive
criticisms. It is a similar thing said to
me at work as well. I need to think
quicker and on my feet. This is what I
get told and try to work on most.
44. Students will describe HDF190 The Speeches During HDF190 Speeches we are
personal examples of
* implementing
required to write down constructivism
constructivism on people’s performances. You Could
leave a note or criticism. All the
performances were very good, but
some were hard to follow, used a lot
of gap words, did not have a point, or
were good. One of my main notes of
constructivism was “very good but
long pauses or uses of gapping
words”. That is how is implemented
constructivism.
45. Student will
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
50. Students will describe
the above theory.
(Komives et al)
51. Students will
of the Strengths-
Development Model by
Hulme et al
the above theory
(Hulme et al)
53. Student will
of behavior theories of
leadership from
Michigan and Ohio
State
the above theories
(Michigan & Ohio State)
55. Student will
of Charismatic
leadership
the above theory
57. Student will
of contingency
approach to leadership
by Fiedler
the above theory
(Fiedler)
59. Student will
of Path-Goal theory by
House
the above theory
(House)
61. Student will
of Leader Member
Exchange (LMX) theory
by Dansereau, Graen &
Haga; Graen &
Cashman; Graen
the above theory
(Dansereau, Graen &
Haga; Graen &
Cashman; Graen)
63. Student will
of Leadership
Substitutes Theory
the above theory
65. Student will
of Models of leader
emergence
the impact of traits on
leadership emergence
and performance
67. Student will
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
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
the “Cycles of Liberation”
(Harro)
knowledge of the
“Configuration of Power”
(Franklin) and its
relationship to leadership
the “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.)
82 Student will demonstrate
additional social identity
development model(s)
above
83. Students will
of McIntosh’s theory of
privilege and its
relationship to leadership
McIntosh’s theory
85. Student will describe the
differences and
similarities of individual
and institutional
oppression and
relationships to
leadership (Source =
Three Dimensional
Matrix of Oppression)
86 Student will demonstrate Title IX Title IX At URI and most colleges, you much
knowledge of relevant
* laws and policies related
PowerPoint review Title IX which is about Sexual
to issues of equity and its assault and more serious issues. Sexual
relationship to leadership Assault stood out to me more since this
(i.e., Title IX, Affirmative is required to go over and review, but I
Action, Protected
Classes, etc.) am a survivor of 3 sexual assaults. One
in middle school, 2 in high school.
Teachers explained that they were
necessary, and I felt like I had no choice
but to go over this claim. I went
through the modules, sat through the
speeches, and more. I then did the
quizzes and tests required after taking
the lecture. I passed but was severely
uncomfortable. I went to my advisor
and he said that if I had explained I
wouldn’t of had to go but I did not say
anything. I did not want to say anything
because that is a personal matter and
to express it to a male figure was
unnerving for me. I felt even more
ashamed but got over it.
knowledge of effective
leadership as it relates to
change agency
personal examples of
being a change agent
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
knowledge of the ally
Action Continuum by
Griffin & Harro
the Action Continuum by
Griffin & Harro
knowledge of the
Multicultural
Organizational
Development Model
(Jackson)
the Multicultural
Organizational
Development Model
(Jackson)
knowledge of the
Multicultural Change
Intervention Matrix
(Pope)
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)
99. Student will demonstrate HDF190 HDF201 In HDF190 and In HDF201 you are
proficiency of critical thinking
* provided with scenarios where you
must demonstrate critical thinking.
For example, in HDF190 one
scenario was, “Would you lie about
your friend looking good in an
outfit?”. I had to express my
thinking clearly and openly. I said
No because if my friend didn’t want
to know they wouldn’t have asked. I
would personally rather hear the
truth and feel a little hurt than be
lied to. The critical thinking in that
process is, “Will it ruin the
friendship? “And “Do they want the
truth?”. That is my demonstration
of proficiency in critical thinking.
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
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.)
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

109. Student will demonstrate HDF190 HDF201 Most of my HDF classes consist of
knowledge of active listening
* techniques
activities and lectures. This means
you must actively listen using some
active listening techniques. This
may mean listening during the
lectures and taking notes later. I
pay attention and give my full
attention during the lectures/slide
shows and later go over and write
the notes. It may take more time,
but it is especially helpful when you
have trouble multitasking. I use this
method in HDF190 and HDF201 but
mostly in HDF201. This class is
specifically lectures and readings.
This class need specific note taking
methods as well. The information
also gets stuck in my brain better.
110. Student will describe examples HDF190 HDF201 Active listening skills can be used in
of using active listening skills
* daily life, but I use them primarily in
my HDF190 and HDF201 classes. In
those classes we use discussions
and group discussions. This means
we must actively listen to one
another to respond in an open and
logical sense. For example, in
HDF190 we have out peer groups
which often discusses many
important topics. This discussion
creates an open space for many
different opinions. If you do not
actively listen, you may discourage
somebody or their ideas. The class
has a policy that whatever is said in
class, stays in class. These opinions
also stay within the circle of trust.
That is the importance of active
listening skills.
knowledge of functions of
group communication by
Hirokawa
application of functions of
group communication
(Hirokawa)
of techniques regarding giving
and accepting of feedback
114. Student will describe examples
of giving and accepting
feedback.
of the 7D coaching model
(Knott)
personal application of the 7D
Model (Knott)
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
knowledge of facilitation
techniques
proficiency of facilitation
techniques
knowledge of de-briefing
techniques
proficiency of de-briefing
techniques
knowledge of framing based
on psychology and its use in
group facilitation
proficiency of framing based
on psychology and its use in
group facilitation
knowledge the four frames of
organizations, and the
meaning of reframing by
Bolman and Deal
application of organizational
analysis using the four frames
of organizations, and breaking
the frame / reframing (Bolman
and Deal)
of organizing meetings /
setting agendas / and leading
meetings
examples of organizing
meetings / setting agendas /
leading meetings
of Parliamentary Procedure
of techniques for working with
difficult people
examples of using techniques
to work effectively with difficult
people
of the stages of group
development
(Tuckman/Tuckman & Jensen,
Bennis or others)
examples of group
development in use
(Tuckman/Tuckman & Jensen,
Bennis or others).
of group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles;
etc.)
examples of group roles and
how they contribute to group
dynamics (Johnson &
Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
of effective memberships skills
in groups
examples of membership skills
in use
of the Challenge and Support
theory by Sanford, and its
relationship to organizations
examples of using the theory
of Challenge and Support
(Sanford)
of the construction / elements
of informative and persuasive
speeches
proficiency in informative and
persuasive public speaking
of planning and conducting
interviews (as the interviewer)
examples of planning and
conducting interviews (as the
interviewer)
of preparing for and effective
answers in interviews (as the
interviewee)
examples of preparing for and
being interviewed
of effective collaboration /
coalition building (Sources:
Cilente/Komives et al; NCBI;
etc.)
examples of working in
collaboratives/coalitions
knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
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
examples related to
maintaining accountability as a
leader
152. Student will describe ways to
build relationships between
leaders and members
examples of building
relationships with members as
a leader
154. Student will describe how
credibility applies to
leadership, as well as the
characteristics and skills of a
credible leader
examples of building,
maintaining, and repairing
his/her own credibility as a
leader
156. Student will describe ethical
standards in influence
157. Student will describe influence
applies to leadership
158. Student will describe principles
of effective mentoring, as well
as problems particular to the
mentoring relationship
examples of mentoring and
being mentored
160. Student will describe principles
of effective peer leadership, as
well as problems particular to
peer leadership
examples related to being a
peer leader and being led by
peers

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LEADERSHIP

CENTER FOR STUDENT LEADERSHIP

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

BECOMING A POSITIVE LEADER THROUGH

Outcome Category: Self-Leadership

VIA Character Strengths Survey Results

9. Student will demonstrate HDF201 Friendships Some of my personal values are

Outcome Category: Leadership Theories

Greenleaf, Robert K. The

28. Student will describe

Susan R. Komives, Susan D.

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

Outcome Target Additional Descriptive notes regarding

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

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