Inventory PPPPP

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.
Leadership Inventory Revised 8/30/2013 !1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
(information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)

Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories,
Inclusive Leadership, Critical Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
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 (Komivies,
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 deans 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 max. of 120 hours of
3 credits or documented internship experience for graded credit
Experience through Office of Experiential Learning &
Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be
an elective

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

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT
& INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and
Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain
Values PROGRESS interpersonal, and intim
Needs Academic, social, pers
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 as E
you progress S
4. Develop and Refine S
Skills
Leadership theory and

practice 3. Broaden Your Per
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills Racial, cultural, gen
Critical Thinking PROGRESS religious, class, abil
Teaching and Programming commonalities
Power, privilege, op
individual and institu

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 lettersanything that shows that someone has determined that you have
demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your
evidence to include in your Portfolio.
Outcome Category: Self-Leadership

Outcome Target Additional Descriptive notes regarding learning and practice
class Experiences
1. Student will demonstrate HDF 413 HDF 290 Student Organization Leadership Consultants (HDF 413) class has
autonomy and a minimized definitely helped me demonstrate my abilities to perform well without the
need for approval need for step by step approval. Over the course of the semester, students
were able to show they could keep themselves on track to complete
assignments while designing and executing student organization retreats.
Our professor was a resource we could use for guidance, but we did not
necessarily need her approval for every step we took over the course of the
semester. See evidence #40 (in top right corner).

2. Student will demonstrate COM 492 COM 230 My Special Problems (COM 492) class required that each student be
personal, organizational, and responsible for their work to be completed with only one true deadline, the
academic examples of self- end of the semester. Throughout the semester, we would meet with our
discipline professor in his office to confirm we were on track. Our professor would
also answer any questions we may have had about our work. The work to
be completed was a ten minute story. At the end of the semester, we went
to an assisted living home and presented our stories. Over the course of
the semester, we had to utilize organizational skills, personal skills, and self-
discipline to achieve our academic goal at the end of the semester. The Art
of Storytelling (COM 230) required our class to be organized and self-
disciplined to stay on track and to meet three academic due dates. The
work was put entirely on the students to complete, thus placing a great
amount of responsibility on the students. See evidence #2 (in top right
corner).
3. Student will demonstrate the COM 230 COM 492 The Art of Storytelling (COM 230) helped me discover how I can manage
ability to manage emotions my emotions in front of an audience. After studying Burkes Pentad, we
were able to thoroughly describe the Act (what was done in our story), the
Agency (how what was done happened), Scene (when and where it was
done), Purpose (why it was done), and Agent (who) throughout our story
adding details to help our audience paint an imagoes the story in their head,
and then we added emotion to our speaking to help our classmates
experience our story better. My Special Problems class (COM 492) has
helped my classmates and I express our stories in a different manner
because the audience has changed, an assisted living home. Our emotions
while presenting had to be stronger and more evident. See evidence #3 (in
top right corner).
4. Student will demonstrate HDF 413 HDF 428 Student Organization Leadership Consultants (HDF 413) has expanded my
knowledge of stress HDF 290 knowledge of stress management methods through the effective use of
management methods Sakai and the assignment uploading function. Many and most people my
not understand how this is possible. My classmates agree that seeing the
magnitude of time consuming assignments placed within the assignments
tab located on our class Saki page was extremely over whelming at the
beginning of the semester. Over the course of the semester, we learned
how to apply our new leadership knowledge to each of our assignments.
Over the course of the semester is key because the due dates for most of
the assignments were at the end of the semester, which resulted in the
accumulation of many assignments at the end of the semester that needed
to be completed. To mention a few strategies my classmates and I
effectively put into action, taking notes over the course of the semester,
saving emails, and consulting with other students about different
assignments to form a coalition to complete assignments helped to share
knowledge and complete assignments to the best of our abilities. My online
class, Human Development and Family Studies (HDF 428), and Modern
Leadership Issues (HDF 290) classes both used Sakai as a tool to upload
assignments to over the course of the semester. See evidence #31 (in top
right corner).
5. Student will demonstrate the HDF 413 HDF 428 Student Organization Leadership Consultants (HDF 413)
ability to manage stress HDF 290 class has helped me demonstrate my ability to manage stress
by requiring me to use proper organization strategies to keep
myself on track to complete assignments when the
assignment load became overwhelming. Although our class
was not based around teaching students effective personal
organization, we did learn how to organize ourselves and
prepare for retreats, which ultimately helped me to effectively
organize my personal agenda. I became more efficient over
the course of the semester by learning how to plan out how
and when I would complete my assignments after seeing how
my classmates planned out an executed activities during
retreats. The result was learning how to effectively organize
myself and efficiently execute my new organization skills to
manage stress so I could complete assignment well and in a
timely fashion. I was able to apply the same methods of
stress management in my other Human Development and
Family Studies classes. See evidence #32 (in top right
corner).

6. Student will express a HDF 413 HDF 290 Student Organization Leadership Consultants (HDF 413) class helped me
personal code of leadership / to express a personal code of leadership/membership ethics during student
membership ethics organization retreats. During a retreat, student leaders are supposed to
help groups meet their goals by guiding the group through a number of
activities. While designing these activities, we pick and choose what we
believe as a team best suits their needs. During the execution process, we
aim to do a variety of things with the group, including putting them on edge
and frustrating them. In order to still accomplish our goal of helping the
group, we will push them to a certain degree of frustration, but not far
enough that will negatively affect the retreat. During my co-facilitation, the
game tubes was played to demonstrate this outcome. See evidence #41
(in top right corner).
7. Student will demonstrate Personal Lifestyle As a personal trainer, I have to encourage others to be at the top of their
practice of the personal code Trainer game in order to reach their fitness goals. In order to do so, I have to be at
of ethics the top of my game. If I am preaching physical and mental fitness as a
lifestyle, then that is the lifestyle I must live in order to do my job right. My
personal code of ethics demands me to live a certain way to also meet my
personal fitness and mental goals. Completing a 16 mile race, getting
through 34 obstacles, and up and down a mountain about 4 times
demanded I prepare myself for a beating. Listening to myself, and believing
in what I believed I should do, proved that I could do what I set my mind on
achieving. I had hoped to finish in the top 50 percentile, but instead my
partner and I finished in the top 18 percentile for the entire weekends
participants, blowing our goal away. See evidence #5 (in top right corner).
8. Student will express a HDF 413 COM 383 During my career as a student at The University of Rhode Island, I have
personal values statement discovered a number of new things that have helped me to embrace the
opportunities that college has provided me. Education is extremely
important, and so is a support team. Student Organization Leadership
Consultants (HDF 413) class has helped me express my values are true to
myself because I have enjoyed taking the opportunities I have been
provided to show how important education is to me and how important
support groups are while in college. I have helped groups of individuals
come together and bond as one, which has helped to benefit many of those
students in their academic studies. I have demonstrated this is my shadow
paper when I was able to see exactly what our Student Organization
Leadership Consultants do for other student organization on campus. See
evidence #42 (in top right corner).
9. Student will demonstrate HDF 413 COM 383 I have demonstrated a personal values statement that I devised over the
practice of the personal values course of my career at The University of Rhode Island during my Student
statement Organizational Leadership Consultants (HDF 413) class. While a student in
this class, I was able to co-facilitate student organization retreats were I
demonstrated my thoughts and beliefs that a support group is necessary for
the continued growth and development of a student in academics.
Academia can become rigorous and overwhelming, but the support groups
made up of individuals who attend our retreats and bond together has
shown that it creates a sense of community within a much larger community
for theses students. See evidence #43 (in top right corner).
1 Student will demonstrate the HIS 142 COM 315 History of the United States Since 1877 (HIS 142) required my classmates
ability to lead a project from and I to complete numerous projects throughout the semester. At the
0. start to finish (follow-through) beginning of the semester, we were instructed by our professor to pick
groups for our first project, and then continue to work together throughout
the semester. I chose the class as an elective in Fall 2015, and I found that
working with incoming freshmen meant I was going to have to take control
of the group and lead us in the right direction. I was one of a few Juniors in
the class, so my experience helped guide and lead my group to completing
successful projects over the course of the seamster. From the beginning
when I created an email thread, to utilizing my partners strengths where I
was not proficient, I was able to lead the group from start to finish. The
same scenario, although we were mostly upperclassmen, happened in my
Environmental Dimensions of Communication (COM 315) class. My group
did not know exactly how to approach our project, and I decided to treat our
group projects the same as I did in my history class, leading my group from
start to finish almost guaranteeing a successful project. See evidence #8

1 Student will describe goals HDF 413 Organization Retreats, Student Organization Leadership Consultants (HDF 413)
and objective statements Class Facilitations class enabled my classmates and I to successfully describe
1. regarding personal issues, goals and objectives during facilitation meetings. After
career issues, and community describing the goals and objectives put in place by either an
issues organization or ourselves, we were able to create goals and
objectives for ourselves as facilitators. The goals and
objectives discussed and placed on ourselves were used to
help organizations overcome their issues individually and as a
group so they could be more cohesive and have a positive
impact on the community. As facilitators, we had to do our
best to meet the goals and objectives discussed during our
meetings so we could confidently classify our retreat as a
success. See evidence #33 (in top right corner).
1 Student will show evidence of HDF 413 MTH 106 Student Organization Leadership Consultants (HDF 413) class has shown
goals and objectives that were that I have demonstrated my ability to plan and achieve goals and
2. planned and achieved objectives I set for myself. At the beginning of the semester, I walked into
my Student Organization Leadership Consultants (HDF 413) class with the
idea that this was another normal class that I would find anywhere else on
campus, but I was wrong. The class was much different than anything I had
ever experienced in the past. I was not able to participate as much as I
would have liked at the beginning of the semester, so I made it my goal to
do something within the class that would be meaningful and have an
impact. Besides being a well rounded student leader for my classmates
and retreat participants, I set my sights on our Consultant Materials
Resource booklet. For the booklet, I wrote an essential piece, the
introduction. The introduction will be read and used by future students as
guidance for their retreats for many years to come, and I am proud to say I
met my goal and objective of doing something for the class that will have na
impact. See evidence #44 (in top right corner).
1 Student will show knowledge HDF 290 Life Experience The Hierarchy of Needs Theory by Maslow explains that there are five
of the Hierarchy of Needs pyramid tiers that we must meet in order to fulfill our needs. The five tiers
3. theory by Maslow include Physiological Needs (food, water, warmth, rest) and Safety Needs
(security, safety) which both fall under basic needs, Belongingness and
Love Needs (Intimate relationships, friends) and Esteem Needs (Prestige
and feeling of accomplishment) which both fall under Psychological needs,
and Self-actualization (achieving ones full potential, including creative
activities) which falls under Self-fulfillment. See evidence #117 (in top right
corner).
1 Student will show application

of Maslows theory to own life
4.
1 Student will describe personal
leadership style and/or
5. personality style including
strengths and weaknesses
and examples of application
(Sources = Leadership style
inventories, the L.P.I.,
StrengthsQuest, Type Focus
(MBTI), LAMP, and other
career inventories, etc.)
1 Student will show knowledge HDF 290 HDF 413 The theory of Superleadership by Manz and Sims is essentially being able
of the theory of to lead others to lead themselves. In order to do this, one must be able to
6. Superleadership by Manz & lead them self in order to lead others in the direction that will allow others to
Sims lead themselves to accomplish goals and tasks, whether it be task oriented
or relationship oriented. See evidence #118 (in top right corner).

1 Student will show application SOLC COM 402 I learned how to apply Manz and Sims theory to my own life after learning
of Manz & Sims theory to own about the theory in HDF 290 and then applying the theory when facilitating
7. life for SOLC. In order to effectively lead other people in a retreat, I had to be
able to lead myself first. Leading myself first enabled me to help other
people lead themselves. During difficult activities, the ability to lead others
through it and help them lead themselves and their group to the end of the
activity was a great accomplishment. I led others in my COM 402 class
when I took the reigns of my group, facilitated the course of action we were
going to take, resulting in my group members taking control of their parts
and leading themselves to the end creating a great end product. See
Outcome Category: Leadership Theories

class Experiences
1 Student will show knowledge HDF 290 SOLC There are three types of authority leadership. They are charismatic,
of the Authority and HDF 413 traditional, and legal rational. Charismatic authority using charisma to lead
8. Bureaucracy theory of many different kinds of people because they trust the leader and are
leadership Weber confident and their ability to lead. Traditional authority revolves around
routine and normalities. They rely on established ways of leading the
people they are in charge of or rely on order. Lastly, legal-rational authority
relies on people following the rules that are clearly established. This form of
leadership relies on people following a set list of rules and regulations. See
evidence #120 (in top right corner)
1 Student will describe personal SOLC Life Experience When I chose to lead a retreat in SOLC, I knew there were set guidelines
application of the above HDF 413 that I was going to need to follow. I used the Authority and Bureaucracy
9. theory (Weber) theory of leadership by following all three steps little by little. First, I
followed Charismatic authority by gathering my facilitators who have diverse
backgrounds and lives together to accomplish one goal. Secondly, I used
traditional authority to investigate previous methods of leading that leads
used before me. This way, I could have a basic plan and adapt my retreat
from there. And third, I used legal-rational authority by relying on my
facilitators to follow the rules of SOLC and encourage others to follow the
rules, such as but not limited to wearing appropriate clothing, not using cell
phones, being on time, etc. See evidence #120 (in top right corner)
2 Student will show knowledge HDF 290 Top of the Bay Restaurant The Scientific Management theory is a system of studying business
of the Scientific Management (Host) procedures. The theory was devised by Frederick Winslow Taylor. There
0. theory of leadership by Taylor are three key points to scientific management. One, the development of
current management theories. Two, the historical background pertaining to
the scientific management theory. And three, the four principles of scientific
management. Taylor studied the work process, efficiency, and motivational
drive that drove workers to get their job done. During the twentieth century,
the growing amount of businesses made the study scientific management a
large field of study. Taylors Four Principles of Scientific Management are
replace working by "rule of thumb," or simple habit and common sense, and
instead use the scientific method to study work and determine the most
efficient way to perform specific tasks, rather than simply assign workers to
just any job, match workers to their jobs based on capability and motivation,
and train them to work at maximum efficiency, monitor worker performance,
and provide instructions and supervision to ensure that they're using the
most efficient ways of working, allocate the work between managers and
workers so that the managers spend their time planning and training,
allowing the workers to perform their tasks efficiently. Believing there was
only one right way of doing something, Taylor believed that finding people
who fit management styles, teamwork, and separating manual work form
mental work are all key components to the Scientific Management theory.
As a restaurant host, I used this exact theory when it came down to
assigning different employees to different jobs when needed because I
needed things done well and efficiently while I worked alongside our
management team. See evidence #10 (in top right corner).

2 Student will describe personal HDF 413 HDF 290 I first learned about the Scientific Management theory of leadership by
application of the above Taylor in my HDF 290 class during the Spring semester of 2016. I have
1. theory (Taylor) learned how to apply the theory in new environments over the course of the
Fall 2016 semester during my Student Organization Leadership
Consultants (HDF 413) class. I observed my peers facilitation skills, and
then applied what I learned from their facilitation into my own. By
incorporating these new ideas and strategies of how to approach my
activity, I showed that I was actively learning how to be more efficient and
effective. See evidence #45 (in top right corner).
2 Student will show knowledge HDF 290 SOLC Management by Objectives is a process of leadership that leads individuals
of the Management by HDF 413 that are part of a group to come together and decide how they are going to
2. Objectives theory of accomplish their goal through a multi-stage process. After setting the goal
leadership by Drucker and establishing the process they will use to accomplish each task along
the way, they will reach each objective in the most productive way possible
which includes analyzing the situation and staying calm. At the end of the
process, the group will have a feeling of accomplishment. See evidence
#121 (in top right corner)
2 Student will describe personal SOLC HDF 413 I have applied Management by Objectives, leadership that establishes
application of the above COM 402 tasks to be completed to meet our goal, in SOLC when leading a retreat.
3. theory (Drucker) SPA 102 The process included setting short term goals and tasks for our group to
meet in order to reach our long term goal of running a successful retreat.
The steps included deciding who will be on the retreat at our weekly SOLC
meetings, contacting the retreat participants main contact to find out their
exact goal, meet with all facilitators to create our retreat agenda, and
facilitate the retreat. See evidence #121 (in top right corner)
2 Student will show knowledge HDF 290 HDF 413 Theory X and Theory Y theory of leadership deals with two different sides of
of Theory X and Theory Y the leadership spectrum. Theory X says that there must be a high amount
4. theory of leadership by of supervision, high rewards, and penalties. Theory Y is more focused on
MacGregor letting others accomplish tasks with little supervision, but still encourage
them to work hard and be satisfied with their work. See evidence #122 (in
top right corner).
2 Student will describe personal HDF 413 HDF 290 Our HDF 413 class needed to put together a presentation for the Center for
application of the above Student Leadership Development that showcased how we thought the
5. theory (MacGregor) minor could attract and retain leadership minors. We were each assigned a
piece of the project, and completed our own task that was given to us with
little to no supervision by any other members. We would check in with one
another every once in a while, but we were not constantly on each other.
See evidence #122 (in top right corner).
2 Student will show knowledge HDF 290 Life Experience Servant Leadership occurs when the leader puts the needs of others before
of the Servant Leadership their own. The leader shares power in hopes of helping other individuals,
6. theory of leadership by groups, and organizations. See evidence #123 (in top right corner).
Greenleaf
2 Student will describe personal SPA 102 COM 402 I apply the philosophy of Servant Leadership to my everyday life because I
application of the above MG Commercial am constantly putting others first before myself. A small class example
7. theory (Greenleaf) would be taking the reigns of a video documentary project. Video
documentaries require a lot of time and effort to create something viewers
will find interesting. Composing a news broadcast in another language is
very time consuming, and then adding the time to take everyones part of
the broadcast and create a short film added even more time. This took a lot
of time away from other homework, so I needed to pan accordingly. I had
no problem putting our groups best interest first to create a great product
which ultimately took away from my time spent on other classes. See
2 Student will show knowledge

of the Principle Centered
8. Leadership theory by Covey

application of the above
9. theory (Covey)

3 Student will show knowledge HDF 290 Internship The 14 Points / TQM theory of leadership applies leadership that enables
of the 14 Points / TQM businesses and organizations to improve their methods of accomplishing
0. theory of leadership by goals and tasks in a more efficient and effective manner. See evidence
Deming #124 (in top right corner).
3 Student will describe personal Internship SOLC I was able to apply the 14 Points / TQM during my internship with MG
application of the above Commercial. My time spent at MG Commercial helped me experience the
1. theory (Deming) business world from an in office perspective through hands-on research and
task accomplishments. The fourteen points focus on improving a business
or organization by adapting and transforming. See evidence #24 (in top
right corner).
3 Student will show knowledge

of the Visionary
2. Leadership (now often cited
as Transformational
Leadership) theory by
Sashkin

3. theory (Sashkin)
3 Student will show knowledge HDF 413 SOLC Individuals in Organizations leadership theory expresses the need for
of the Individuals in organizations to be able to continuously grow, be effective, and adapt. The
4. Organizations leadership theory focuses on single and double loop learning, the immaturity and
theory by Argyris maturity continuum, communication within the organization, the effects on
employee motivation, accountability, and empowerment. See evidence
#122 (in top right corner).
3 Student will describe personal HDF 413 SOLC HDF 413 taught me how to apply the above theory to my everyday style of
application of the above leadership by showing me how to continuously grow, be effective, and
5. theory (Argyris) adapt to situations as an individual and team player, specifically in group
projects. I learned from others, learned from myself, became a much more
mature leader, improved my communication skills as a leader, learned how
to motivate others, took more accountability for my actions as a leader, and
empowered myself and others to be the best leaders we could possibly be,
thus improving our SOLC retreats. See evidence #122 (in top right corner).
3 Students will demonstrate HDF 290 SOLC The Four Vs are values, vision, voice, and virtue. First, the leader must is
knowledge of the 4 Vs identify their core values and be able to integrate them. Second, they must
6. theory of leadership by Grace apply their vision and voice their vision in a way that is convincing and
(Center for Ethical authentic. And lastly, they must practice virtuous behavior as they put the
Leadership) Four Vs to use. See evidence #125 (in top right corner).
3 Student will describe personal HDF 413 COM 402 During HDF 413, I learned how to apply the Four Vs leadership theory.
application of the above During our SOLC meetings and class time, we were able to share our core
7. theory (Grace) values and integrate them into our vision, voice our vision to our peers, and
practice virtuous behavior each day in the classroom. This occurred during
facilitations, group activities, assignments, and class discussions about
material. See evidence #125 (in top right corner).
3 Student will show knowledge COM 402 HDF 290 Situational Leadership is used when a leader must adapt or adjust their
of the Situational Leadership leadership style according to how their followers are responding to their the
8. theory by Hersey & Blanchard leaders leadership style as the leader is trying to lead. See evidence #126
3 Student will describe personal COM 402 SOLC I have applied the above theory in COM 402 when I successfully completed
application of the above my second Leadership Project for class. I was short a few people when
9. theory (Hersey & Blanchard) running my program to complete the assignment. I had to adapt to the
situation and continue to lead my followers, and find a few more people to
participate at the same time. This also happened in SOLC when our
participating organization kept giving us a new situation to adapt to over the
course of a few hours. Many people did not show up to begin with, and
many more left at lunch, thus forcing us to adapt and change each activity
to fit the situation and help the organization accomplish their goal. See

4 Student will show knowledge HDF 290 SOLC The Relational Leadership model focuses on the ability of a leader to
of the Relational Leadership HDF 413 establish positive relationships with organization members and the
0. model by Komives, McMahon effectiveness in which they do it. See evidence #127 (in top right corner).
& Lucas
4 Student will describe personal HDF 413 HDF 290 I applied the above theory in HDF 413 when I established positive
application of the above relationships with my peers, who were a part of a much larger organization,
1. theory (Komives et al) called SOLC. After establishing my positive relationships with class and
organization members, I was able to work on the effectiveness in which I
continued to establish positive relationships with current, new, and past
members. See evidence #127 (in top right corner).
4 Student will show knowledge HDF 413 SOLC Constructivism is the scientific study about how people learn based on
of the concept of observation. People typically create their own understanding and
2. constructivism perspective of the world through multiple experiences and reflection. See
4 Students will describe HDF 413 SOLC The first place I learned how to implement constructivism was in HDF 413.
personal examples of HDF 413 facilitations taught many of us how to observe participants and the
3. implementing constructivism way they learned during activities. This enabled facilitators to have more
thorough debrief sessions with the group. Once we learned how to do this
well enough in the classroom, we were able to take our knowledge of
observing how people learn to SOLC retreats. See evidence #130 (in top
right corner).
4 Student will demonstrate HDF 290 HDF 413 Experiential Learning in Leadership Development is the process of learning
knowledge of experiential over the course of time as someone gains experience. Reflecting on the
4. learning in leadership past helps us learn over time, mostly through hands-on experiences. See
development (Kolb) evidence #128 (in top right corner).
4 Student will describe personal Internship Life Experience My internship with MG Commercial gave me hands-on experience in
application of experiential commercial real estate. I learned over the course of my internship that I am
5. learning in leadership proficient at managing people and assignments in order to reach a goal.
development (Kolb) Communication, clarity, and understanding material is essential in order to
accomplish tasks to the best of our ability as a team. Reflecting back on my
experience as a student in group projects helped me perform as a leader
effectively and efficiently because I knew how to approach each situation
when we needed to work, communicate, and reach out goal as a team.
4 Student will show knowledge HDF 290 HDF 413 The Social Change Model of Leadership Development uses three
of the Social Change Model perspectives (the individual, the group, and the society) to look at
6. of Leadership Development leadership as a way to spread the ideas and beliefs regarding values,
by Astin et al attitudes, and emotions that encourage people to take action. See
4 Student will describe personal HDF 413 COM 410 HDF 413 taught me the necessary skills to be able to share beliefs
application of the above regarding values, attitudes, and emotions in a manner that encourages
7. theory (Astin et al) others to take action. This happened during debriefs in-class, in large
group discussions about controversial topics, and during SOLC retreats.
Specifically in COM 410, I was able to use my skills during a focus group I
conducted at TD Bank in Providence, RI. We watched the pilot episode of a
television show and I facilitated the group through a series of questions and
discussion that allowed us to all share information and opinions about the
show. See evidence #130 (in top right corner).
4 Students will demonstrate HDF 290 HDF 413 The Leadership Identify Development Model defines leadership as having
knowledge of the Leadership the ability to expand someones knowledge of being an effective leader
8. Identity Development Model through the many roles and processes of leadership. See evidence #130
by Komives et al (in top right corner).
4 Students will describe HDF 290 HDF 413 HDF 290 introduced me to new styles of leadership that I did not know
personal application of the existed. I was able to learn about each model and theory and think about
9. above theory. (Komives et al) how I could apply them to my life. HDF 413 created an environment where
I could practice multiple theories and decide which theories were best for
me. I kept track of my growth and development as a leader, thus expanding
my knowledge of leadership and which styles I utilize the most effectively.

5 Students will demonstrate The Strengths Development Model is made up of four distinct parts (Self
knowledge of the Strengths- Theories, Self Management, Other Awareness, and Collaborative
0. Development Model by Hulme Engagement). Through this model, leaders are able to utilize their
et al strengths by understanding themselves and the people they are leading.
5 Student will describe personal The above model has taught me how to use my strengths to my advantage.
application of the above After taking a Gallup Strengths test that I used to identify my strengths, I
1. theory (Hulme et al) was able to better understand myself by becoming aware of my leadership
strengths, lead and manage myself, and then apply this to when I lead other
individuals and groups. See evidence #131 (in top right corner).
5 Student will demonstrate

knowledge of behavior
2. theories of leadership from
Michigan and Ohio State

3. theories (Michigan & Ohio
State)
5 Student will demonstrate HDF 290 HDF 413 Charismatic Leadership is a leadership style that revolves around a specific
knowledge of Charismatic SOLC image that one presents to others, usually a good speaker and able to
4. leadership connect with others on a deeper level than most leaders. They utilize their
speaking abilities to express their vision and are able to get their following
behind them with strong emotions towards a common goal. See evidence
5 Student will describe personal HDF 413 SOLC HDF 413 and SOLC both gave me many opportunities to use my speaking
application of the above HDF 492 abilities and personality to gather a following behind me and my visions.
5. theory When discussing how to accomplish a task or the next steps we must take
to get closer to our goal, my vision and opinions were taken into
consideration because I established credibility. It also gave me the
opportunity to give strong constructive criticism that was taken positively, so
positive that I was told that I should be a motivational speaker. See
5 Student will demonstrate HDF 290 HDF 413 The Contingency Approach to Leadership expresses that their is no one
knowledge of contingency right way to lead anyone, especially in the long run. Specific patterns of
6. approach to leadership by consistency when leading others may work for a period of time, but over
Fiedler time the leadership style must change and adapt to the situation. See
5 Student will describe personal HDF 413 HDF 290 HDF 413 required that I adapt my style of leadership when facilitating an
application of the above activity depending on how the group was feeling that day. At the beginning
7. theory (Fiedler) of the semester, some leadership styles were more effective when people
did not know each other, such as new members and veteran members. As
the semester progressed, we began to know each other better, thus
resulting in a different style of leadership and the ability to run activities that
required more boundaries be broken between group members. See
5 Student will demonstrate COM 402 HDF 413 Path-Goal theory revolves around a leaders ability to establish a leadership
knowledge of Path-Goal style that is best fit for the individuals or organization involved in the
8. theory by House process of achieving a specific goal. Path-Goal theory utilizes the power of
motivation, empowerment, and satisfaction to create an environment where
people are able to achieve goals. See evidence #134 (in top right corner).
5 Student will describe personal HDF 413 SOLC As a member of SOLC, I was able to take part in weekly meetings before
application of the above our HDF 413 class where we were able to establish goals, and then focus
9. theory (House) on creating an environment for those involved in achieving that goal so we
may use leadership processes to accomplish the task at hand. See
6 Student will demonstrate COM 402 HDF 290 The Leader Member Exchange theory is based on relationships that utilize
knowledge of Leader Member trust and respect to create a two way exchange or relationship between the
0. Exchange (LMX) theory leader and follower to enhance the quality of their exchange or relationship.

6 Student will describe personal SPA 102 COM 402 I have utilized the Leader Member Exchange theory by establishing trust
application of the above between my group members and myself during group projects. Specifically,
1. theory I use my YouTube Channel to establish credibility amongst my peers to
show that I am able to create high quality video work. This occurred in my
SPA 102 class and COM 402 class where we needed to chose someone to
create our video broadcast and documentary. See evidence #123 (in top
right corner).

knowledge of Leadership
2. Substitutes Theory

3. theory

knowledge of Models of leader
4. emergence
6 Student will describe the

impact of traits on leadership
5. emergence and performance

knowledge of Chaos approach
6. to leadership by Wheatley

7. theory (Wheatley)

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

class Experiences
6 Student will demonstrate how HDF 290 SOLC The Cultural Anthropology / Paradigms relate to Leadership because it
cultural anthropology / relies on data to form theories that we assume are correct assumptions of
8. paradigms relate to leadership the discipline being discussed. Paradigms result from beliefs, practices,
and general perspectives about a specific discipline. If one part of the
discipline is changed, then everything is assumed to have some sort of
change. See evidence #135 (in top right corner).
6 Student will describe personal HDF 413 SOLC HDF 413 and SOLC rely on each participating member to do their part
example of using cultural effectively and efficiently. If this is not done, the entire group surfers from
9. anthropology / paradigms as a the change. I experienced the ripple effect when I led a retreat where I
leader faced a few issues of people not showing up from the participating group,
and a couple facilitators needing to drop off the retreat. This changed the
entire dynamic of the retreat, requiring that I adapt to the ripple effect and
not rely on past data of how to run a retreat. See evidence #135 (in top
right corner).
7 Student will demonstrate HDF 413 Life Experience The Cycle of Socialization is a theory that describes the way in which we
knowledge of the Cycles of play specific roles, how we are affected by issues of oppression, and how to
0. Socialization (Harro) theory maintain an oppressive system based on power. The cycle is made up of 3
and its uses in leadership arrows, 3 circles, and a core center. The first circle represents the situation
we were born into, followed by the first arrow that shows we begin the
process of socialization immediately. The second circle represents
influences that help shape our views and beliefs that give us a sense of
prejudice or acceptance. The second arrow represents how we take ideas,
beliefs and behaviors and reinforce the cycle of oppression. The third circle
represent our step backwards, such as anger and guilt. The last arrow
represents the point that we are all trying to get too. At the processes core
in the center, there is fear, misunderstanding, insecurity, confusion, etc.
7 Students will demonstrate Life Experience Academic Career My academic career is a perfect example of entering the world and
personal application of the becoming who I am as a person, but then entering college and coming in
1. Cycles of contact with a much more diverse crowd caused me to rethink about myself
Socialization (Harro) as a whole and if I am doing enough as a student and community member.
Using the Wilson Model along with the above theory has helped me to
redevelop myself into an effective and efficient leader. See evidence #136

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

personal application of the
3. Cycles of Liberation (Harro)

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

5. Configuration of
Power (Franklin)
7 Student will demonstrate Life Experience Experience with a diverse The Atkinson, Morten, Sue Racial and Cultural Identity Development Five
knowledge of racial identity crowd of students and co- Stage Model includes conformity, dissonance, resistance and immersion,
6. development via the Cross, workers. introspection, and synergistic articulation and awareness to model the basic
Helms or other models progression individuals experience who are trying to identify with a specific
(Ferdman & Gallegos; Kim; racial identity. See evidence #137 (in top right corner).
Horse; Wijeyesinghe etc.)

7 Student will demonstrate HDF 413 HDF 290 Although I am a very inclusive individual, I have learned how to be an
personal application of inclusive leader with my experience in HDF 413 and HDF 290. I learned
7. model(s) of racial identity that people identify with different groups, some of which I was not aware of
development above before my time with the Leadership Development Program. During retreats,
I made sure that every thing i said and performed was inclusive of
everyone. See evidence #137 (in top right corner).
7 Students will demonstrate

knowledge of McIntoshs
8. theory of privilege and its
relationship to leadership

personal application of
9. McIntoshs theory
8 Student will describe the

differences and similarities of
0. individual and institutional
oppression and relationships
to leadership
8 Student will show knowledge HDF 413 HDF 290 My peers in Human Development and Family Studies (HDF 413) class
of effective leadership as it showed me how important small gestures are within an organization. As a
1. relates to change agency student and active community member, I have a well rounded
understanding of how important it is to encourage one another and speak
out to make a change. Guest speakers helped me see the positive aspects
that effective leadership has as it relates to change agency. Student
Organization Leadership Consultants (HDF 413) take pride in having a
positive impact on student organizations, but that has to start within out
organization first before we can spread that idea. I experienced a lot of
support and encouragement from our class and program, and enjoyed
spreading that support to other organizations to make a positive change.
8 Student will describe personal Personal Working at Infinity Fitness and Wellness helped not only change my lifestyle
examples of being a change Trainer and goals for fitness and well being, but a lot of others at the gym. Being so
2. agent young compared to most others there, I have helped push them to be better
at what they do and to get out of their comfort zones. They have also
helped me by inspiring me to be as good as they are when I am their age
someday. See evidence #13 (in top right corner).
8 Student will create a personal HDF 413 COM 335 I first applied my knowledge of a personal code of inclusive leadership
code of inclusive leadership during my Orality of Ancient Rome (COM 335) class when I helped include
3. a student who had a disability into our groups activities. The student was
blind and could not communicate as quickly or efficiently through certain
mediums of communication, but we made it work extremely well through the
use of a messenger which I strongly encouraged. Building on that
experience, I tried to include every group member from my Student
Organization Leadership Consultants (HDF 413) class through the use of
email. Although not everyone was responding, I still tried to share
information with the entire group rather than focusing on communicating
with only those who were applying themselves. See evidence #47 (in top
right corner).

knowledge of the Model of
4. Intercultural Sensitivity by
Bennett and its uses in
leadership
8 Students will demonstrate

5. Model of Intercultural
Sensitivity by Bennett

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

7. Action Continuum by Griffin &
Harro
Outcome Category: Critical Thinking

class Experiences
8 Student will show knowledge of HDF 290 HDF 413 Critical thinking relies on gathering information, and then analyzing the
principles of critical thinking information in a thorough manner. After gathering facts and thinking in
8. (logic is used in this minor) depth about the issue or topic, it results in conclusions through the use of
factual knowledge. See evidence #122 (in top right corner).
8 Student will demonstrate HDF 413 SOLC HDF 413 required that our class gather facts about our minor and analyze
proficiency of critical thinking the available facts to come to conclusions to help our case in our
9. presentation about gaining and retaining leadership minors. In order to
establish credibility in our presentation, we needed facts that showed what
was happening and then required us to analyze the situation and think
about what the minor could do to accomplish its goal. See evidence #122
9 Student will show knowledge of

metaphorical analysis to
0. critically analyze self and
leadership situations

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

at least five decision making
2. methods

examples of having used five
3. decision making methods

at least five problem solving /
4. conflict management methods,
as well as understanding the
roots of conflicts

examples of having used five
5. problem solving / conflict
management methods (if
student has been trained in
mediation, that information goes
here)
9 Student will describe what it

means to analyze, criticize,
6. synthesize and utilize
information as a leader

knowledge of leadership that is
7. used in crisis
9 Student will describe examples

of leadership in crisis situations
8.

Outcome Category: Interpersonal and Organizational Concepts & Skills

class Experiences
99 Student will demonstrate HDF 413 HDF 290 In order to be an effective community member, one must listen actively and
knowledge of active listening take notes on their surroundings on how people are responding to the
. techniques current stimuli. I first learned about this in my Human Development and
Family Studies (HDF 290) class, but was able to apply my knowledge
further after I was able to see our practice of active listening applied during
student organization retreats. As a team, we are able to take the
information and apply it to our program retreats and within our organization
to enhance on positive experiences. Specifically, our class retreat was
where I first experienced how active listening within our own program could
help benefit our program. See evidence #48 (in top right corner).
10 Student will describe examples COM 382 HDF 413 Communication Theory (COM 382) has been my most difficult class this fall
of using active listening skills semester. I have struggled all semester long, and after our second exam
0. where I did not perform my best, I went and spoke with the Professor. I
spoke with my professor about how I could improve my grade. After
struggling on our quizzes and exams for months after approaching class in
a number of different ways, he told me how to take notes more effectively
and efficiently during class according to how he saw it from an instructors
perspective. Since, I have improved my grades drastically. See evidence

knowledge of functions of
1. group communication by
Hirokawa

application of functions of
2. group communication
(Hirokawa)
10 Student will show knowledge of LAR 243 HDF 290 Landscape Architecture Graphics (LAR 243) required me to use my thinking
techniques regarding giving skills to develop and create plans for our client, our professor. Our largest
3. and accepting of feedback assignment, a town park, was used to analyze our abilities to be creative
and imaginative while following the directions given by our client. After
many practice plans, I created my first park design using the best features
from each plan I had previously drawn. During the drafting phase, my
classmates and I would give feedback on each others plans in hopes we
could all please our professor with our radically different designs. The
ultimate feedback cam from our professor. After receiving the feedback, we
had to go back to the drawing board and critique our plans. A similar
situation happened in my Modern Leadership Issues (HDF 290) class. After
writing my first few papers, I used the critiques my grader gave me to
ensure I did not make the same mistake twice. See evidence #17 (in top
right corner).
10 Student will describe examples LAR 243 HDF 290 Landscape Architecture Graphics (LAR 243) required my classmates and I
of giving and accepting to work individually and cooperatively. Working on our own meant we were
4. feedback. able to create designs that were unique and creative, yet we were expected
to work together and give one another feedback to help each other create a
better end product. When we felt as though we deserved a break, many of
us would walk around the room and give feedback to others about there
design and how there could use another persons perspective to better their
design. It worked the same as feedback we received on our papers in
Modern Leadership Issues (HDF 290). Peer editing and reading one
anothers work is always a good way to find and correct issues that might
arise when the professor reads the paper. The professor is who we were
trying to please with our work, just like in Landscape Architecture. As fellow
classmates, we give one another advice about each others papers, and
then accept feedback we receive from our professors. See evidence #18

10 Student will demonstrate HDF 413 Organization Retreats, Student Organization Leadership Consultants (HDF 413) class taught me
knowledge of facilitation and Class Facilitations the necessary skills and techniques required to facilitate and de-brief
5. de-briefing techniques groups of students during retreats. As a new Student Organization
Leadership Consultant program member, I learned that I had the power to
facilitate and de-brief groups of individuals to help them reach their goals
and objectives during organization retreats. Through the use of effective
communication and preparation, retreats were well thought out and planned
so the participating organization would enjoy their experience. I learned
that every participant experiences a retreat differently than their peers. To
make sure that everyone is on the same page, learning how to facilitate a
de-brief session helps to share knowledge and information between retreat
organizations so they can be on a similar page. Reaching goals and
objectives helps organizations learn and grow. I have demonstrated my
knowledge as a Student Organization Leadership Consultant that I have the
ability to facilitate activities and de-brief sessions during retreats. See
10 Student will demonstrate HDF 413 Organization Retreats, Student Organization Leadership Consultants (HDF 413) class taught my
proficiency of facilitation and Class Facilitations classmates and I how to properly facilitate organization retreats and in class
6. de-briefing techniques facilitation activities. Specifically, my first organization retreat facilitation
with Alpha Delta Pi went extremely well after facilitating a group of twenty
student with my co-facilitator. My first in class facilitation experience went
very well too with my co-facilitator. Both experiences were very different
from one another. One experience was with students I had never met, and
the other was with my classmates. After both session, especially Alpha
Delta Pi, short de-brief sessions helped to enhance the experience after
rounds of activities to further the learning experience and cohesive bonding
of the groups. See evidence #35 (in top right corner).

knowledge of framing and
7. breaking the frame

proficiency of framing and
8. breaking the frame
10 Student will show knowledge of COM 335 HIS 142 I have shown knowledge of organizing meetings/setting agendas/and
organizing meetings / setting leading meetings over the course of my college career. During my time in
9. agendas / and leading my Orality in Ancient Rome (COM 335) class, I took it upon myself to lead
meetings our group to a successful project by taking the role as the organizer. As the
organizer, I was proactive in setting up meetings where we would meet to
complete our project, setting an agenda for when certain tasks needed to
be completed, and leading the meetings to ensure we were staying on
track. The same happened during my time in my History of the US Since
1877 (HIS 142) class. I took control of the group and lead us in the
direction to complete multiple group projects to the best of our abilities. See
11 Student will describe personal COM 335 HIS 142 Personal examples where I have shown my ability to organize meetings, set
examples of organizing agendas, and lead meetings took place during my Orality in Ancient Rome
0. meetings / setting agendas / (COM 335) class, and my History of the US Since 1877 (HIS 142) class. I
leading meetings utilize many tools for connecting with my peers so we stay on track as a
group. These tools include, but are not limited to, social media such as
Facebook, texting via cell phones, and emails through our Universitys
Gmail. By using the different mediums, I am always able to reach my peers
so that I can organize when we will meet, set an agenda for what will be
happening, and by doing so I am leading our group to a successful group
project. See evidence #20 (in top right corner).

Parliamentary Procedure
1.

11 Student will show knowledge of COM 410 HDF 413 Knowledge about working with difficult people was gained in my Advanced
techniques for working with Topics in Communication Studies (COM 410) class. Understanding how to
2. difficult people deal with difficult people became extremely important when conducting my
focus group for my final project. The skills I acquired helped me shut down
any individuals who were affecting the group in a negative way. The same
happened during my Human Development and Family Studies (HDF 413)
class with a few classmates. Our class is made up of many different
personalities and students in many different years. Over the course of my
career at The University of Rhode Island, I have experienced time and time
again difficult environments when completing group projects, but I take
control and settle the situation as efficiently and effectively as possible
using the shut down and communication strategies I acquired in my
Advanced Topics in Communication Studies (COM 410) class where I
learned how to communicate and stop people from causing more damage
when they were being difficult and destroying group dynamic. See
11 Student will describe personal HDF 413 COM 410 While working on our class projects, the nine students in my Human
examples of using techniques Development and Family Studies (HDF 413) class did not get along all the
3. to work effectively with difficult time. When I mention we did not get along all the time, it means that we
people argued to the point where people were feeling their voice was not being
heard, resulting in others not participating and relying on a few class
members to complete the classs project. I was a part of a few students
who felt taken advantage of and given a much larger work load than the rest
of the class. As a result, we were assigned a very minimal work load for the
second project, and then were told we were not doing enough. I took it
upon myself to explain to my classmates that we felt taken advantage of,
singled out, and it was time for the rest of the class to take their
responsibility of the learning and to complete and adequate amount of the
work load. Communication was key. See evidence #37 (in top right
corner).

the stages of group
4. development (Tuckman, Bennis
or others)

examples of group
5. development in use (Tuckman,
Bennis or others).

group dynamics and group
6. roles

examples of group dynamics
7. and group roles
11 Student will show knowledge of COM 335 COM 230 I have shown knowledge of being able to use the different skills group
effective memberships skills in memberships have had in the past during my Orality in Ancient Rome (COM
8. groups 335) class, and in my Art of Storytelling (COM 230) class. Our group in our
Orality in Ancient Rome (COM 335) class had eight group members. Every
group member played a key role in our projects completion. We had three
students associated with the Universitys theatre program, three members
who were very well trained in researching material, one student very well
trained in listening for descriptiveness, and one student who worked well
with technology and video/film software to put the project together. The
project was a short film that consisted of material from in class and outside
of class sources to prove a research question by using a rhetorical theory
method. Our group also put together a short film. In our Art of Storytelling
(COM 230) class, our group consisted of four members. Two members
were associated with the film and theatre programs at the University, and
the other two were associated with the communications program at the
University. The film and theatre students were able to help with the acting
part of the projects while the communications students helped with
formulating our stories. See evidence #21 (in top right corner).

11 Student will describe personal COM 335 COM 230 During our Orality in Ancient Rome (COM 335) class, our group utilized the
examples of membership skills individual membership skills of each member. The goal of the project was
9. in use to formulate a research question, research the question, and use a
rhetorical theory method to prove our research question. We had to create
a short film, which everyone contributed in producing. Three students were
well trained in researching material, so they found the bulk of information
and researched how we could apply the information to our project. Three
other students associated with the Universitys theatre department were
able to focus on helping everyone be better actors for our short film and
write the script. One student who has been blind her entire life was able to
help the writers be descriptive so everything was clear for our audience.
And the last student, myself, worked very well with technology. I was able
to film and create a video for our presentation to the class. Everyone
played a key role in the production of our project. In our Art of Storytelling
class, our group of four was able to produce projects that were top notch
because two of the students associated with on stage performance were
able to help with our acting skills, while the other two students associated
with communication were able to help formulate our stories told to the class.

the Challenge and Support
0. theory by Sanford, and its
relationship to organizations

examples of using the theory of
1. Challenge and Support
(Sanford)

the construction / elements of
2. informative and persuasive
speeches

proficiency in informative and
3. persuasive public speaking
12 Student will show knowledge of HDF 290 COM 202 During our Modern Leadership Issues (HDF 290) class, I along with my
planning and conducting peers had to interview small business owners. While interviewing our small
4. interviews (as the interviewer) business owner, we had to ask a variety of questions that we formulated
ourselves. During class, we were able to practice our interviewing skills
when our professors provided us with a discussion panel. The discussion
panel consisted of four small business owners we could ask questions, in
hopes of preparing ourselves to formulate multiple questions for our
personal interviews with small business owners. I took the knowledge I
gained and created and questionnaire that I took with me to ask my small
business owner. The skills and knowledge I gained during our class time
with the panel helped me to formulate intelligent questions that I would use
for my research and assignment. During my Public Speaking (COM 202)
class, we were instructed to interview an individual on any topic we would
like, and then provide the class with a project to present our findings. My
interview went well because I used much of the knowledge I had gained in
class about how to speak to people. By speaking properly, I was able to
ask intelligent questions which led to intelligent and informative responses.

12 Student will describe personal HDF 290 COM 202 During our Modern Leadership Issues (HDF 290) class, I had to interview a
examples of planning and small business owner to gain knowledge about how the small business
5. conducting interviews (as the operated. The most important information I received during the interview
interviewer) was her leadership style and strategy. I had to plan out my interview so that
I could acquire enough information that I could use in my assignment for
class. Without our panel discussion in class, I do not think I would have
been able to formulate as many intelligent questions as I did. During my
Public Speaking (COM 202) class, I was able to formulate questions by
following general guidelines our professor provided to us, along with
guidelines from our book. I was able to formulate enough questions for my
presentation, but I did a much better job during my Modern Leadership
Issues assignment because I was able to see what my peers believed to be
good questions for an interview which in turn helped influence my
questions. See evidence #24 (in top right corner).
12 Student will show knowledge of Summer Spring 2016 Internship Being prepared, especially for an interview, is one of the best things anyone
preparing for and effective 2016 Interview can do. By being prepared, the interviewee will feel confident while the
6. answers in interviews (as the Internship interviewer is asking questions. Reading about the business/company,
interviewee) Interview researching commonly asked questions, and practicing how you would
approach an interview are a few of the things you can do when preparing
for an interview. I know that before every interview I go on I read about the
company and about the individual I am being interviewed by that day. For
my summer internship, I research the firm, the firms owners, and
researched the employees of the firm. I was able to grasp and quick history
which helped me to find material to use and relate to my interviewer when I
was interviewed. See evidence #25 (in top right corner).
12 Student will describe personal Summer Spring 2016 Internship Before my interview for my spring internship, I researched the company and
examples of preparing for and 2016 Interview my interviewer. By doing so, I was able to formulate a quick list of how I
7. being interviewed Internship would try to relate to my interviewer and the company during my interview.
Interview IGT gave me an interview for a possible spring internship last fall, and to
prepare i went online and read about the company and the interviewer. The
interview went very well because I was able to prepare myself for any
questions they would throw at me, and was prepared to show how I can
relate myself to the company in order to show I was the best candidate for
the position. I used the same method for my summer internship interview
with MG Commercial. I was interviewed by three individuals who I had
researched. By researching the three individuals, I was able to prepare
myself so I could relate to them and the company after performing research
on the company as well. See evidence #26 (in top right corner).
12 Student will show knowledge of HDF 413 COM 410 In order to effectively facilitate an activity during my Human Development
effective collaboration / and Family Studies (HDF 413) class that was different from other activities
8. coalition building performed by other students, my classmate and I decided to facilitate
together. By facilitating together, we were able to put our minds together to
create an activity that would be efficient and effective. Collaborating
different mindsets and approaches to our activity helped us connect with
more students. My group in my Advanced Topics in Communications (COM
410) class was able to pull information from different minds and create
surveys and questionnaires that connected with multiple audiences. By
doing so, we were able to keep our surveys interesting, resulting in more
surveys and questionnaires being answered with precision and accuracy.
12 Student will describe personal HDF 413 COM 410 During our Human Development and Family Studies (HDF 413) class, each
examples of working in student is required to take the opportunity to facilitate the class through an
9. collaboratives/coalitions activity they have chosen to facilitate. I had the luxury of facilitating with a
partner which was different than the other facilitations students performed.
My partner and I found a new activity that the class had never done. We
customized the activity to accommodate a few special details so the class
would appreciate it a little more, and executed the facilitation extremely well.
During my Advanced Topics in Communications class, my partners and I
were required to work together to create multiple surveys and
questionnaires. These surveys and questionnaires were examined by our
professor for further adjustments which we used to further critique our work
to improve them over the course of the semester. See evidence #39 (in top
right corner).

13 Student will show knowledge of COM 410 HDF 290 Human Development and Family Studies (HDF 290) was the first class I
Intercultural communication HDF 413 experienced intercultural communication education. Learning about
0. considerations intercultural communication has helped me to be a more involved in the
university community. I have the knowledge that helps myself be more
considerate of different cultural aspects, which has become very important
during my Student Organization Leadership Consultant retreats. I am able
to be involved with more people on a deeper level, thus enhancing the
leadership experience. I applied my knowledge of intercultural
communication during my Advanced Topics in Communication (COM 410)
class when designing surveys and questionnaires to target specific
audiences. My knowledge of intercultural communication helped me to
target audiences on a deeper level. See evidence #38 (in top right corner).

proficiency in intercultural
1. communication
13 Student will describe ways to

maintain accountability in
2. leadership / member
relationships

examples related to
3. maintaining accountability as a
leader
13 Student will describe ways to COM 335 HIS 142 Building relationship between my peers as the leader of the group is truly a
build relationships between strength of mine. By sending emails, listening intently, and letting everyone
4. leaders and members play a role in the success of the group can all help build relationships
between group members. As the leader, you must make it present that you
want everyone to play a significant role in the projects success. By
incorporating everyone you are able to create a strong relationship between
yourself as the leader and those who are going with the flow. See evidence
13 Student will describe personal COM 335 HIS 142 Taking control of a group is typically what I will do. I am not a dictator
examples of building during the groups processes, but I am a leader who tries to get everyone
5. relationships with members as involved in the conversation. During my Orality in Ancient Rome (COM
a leader 335) and History of the US Since 1877 (HIS 142) group projects, I took
control from the start by getting the group members to share their ideas.
From the brainstorming, we were able to formulate ideas that we could run
with for our final project. From this experience, the group looked to me as
the leader and organizer of group activities. The relationship I built with my
members from the start gave me control of the group, but it is the respect I
give every group member and responsibility that earns me and my peers
the respect each of us deserves. I am always in touch with my group
members to ensure there is communication and everyones voice is heard.
13 Student will describe how

credibility applies to leadership,
6. as well as the characteristics
and skills of a credible leader
13 Student will describe personal COM 381 Recently in my Communication Research Methods (COM 381) class, a
examples of building, group member had an issue sticking to their commitment and did not upload
7. maintaining, and repairing his/ the assignment when planned. After communicating with the individual,
her own credibility as a leader they did not plan on uploading the assignment until after it was due. I had
been very relaxed in our group this time around and let someone else take
the leadership role. In the end, I ended up taking control once again with
assigning tasks for every individual with due dates, and if they weren't met
there would be an issue. I repaired my credibility and established myself as
the leader once again. See evidence #29 (in top right corner).

13 Student will describe ethical COM 381 When my group encountered a problem during an assignment, I
standards in influence immediately took control. Taking control during a tough situation can be
8. difficult, but it establishes you as the leader and can make you look like a
bad guy sometimes. Although I may have been rough during my emails
and texts, I took control in a clear and concise manner that was very nice
and respectful. Some of my group members may have been frustrated, in
in the end I influenced my group to get their jobs done while staying within
my standards of being ethical and respectful. See evidence #30 (in top
right corner).
13 Student will describe influence HDF 413 HDF 290 I first learned about influence and leadership in HDF 290, but then influence
applies to leadership took a whole new meaning in regards to leadership in HDF 413. In HDF
9. 413, I was able to see how facilitation could be used to help a group
accomplish their goal, but the leader had to be able to influence participants
during the activity. Participants need to want to participate to their full ability
in order to get the full effect of the retreat to meet their goal. See evidence
14 Student will describe principles

of effective mentoring, as well
0. as problems particular to the
mentoring relationship
14 Student will describe personal HDF 413 SOLC HDF 413 and SOLC taught me how to be mentored and how to mentor
examples of mentoring and others. When I walked into SOLC for the first time, many people took me
1. being mentored under their wing and showed me the ropes of the organization. After seeing
how each person mentored me, I used what I liked from each person to
mentor other new members during my second semester as a member of
SOLC. I used my retreat that I lead to mentor new facilitators who had
never led a retreat before. Utilizing the strengths of each person who
mentored me helped me be the most effective and efficient mentor possible
for our new members. See evidence #137 (in top right corner).
14 Student will describe principles SOLC HDF 413 SOLC enabled me to utilize peer leadership by leading my peers who had
of effective peer leadership, as little to no experience during the retreat I led. It was effective because I was
2. well as problems particular to able to teach them the basics in order to get through the retreat, which was
peer leadership effective in establishing a base for leading others, but problems occurred
when they felt they already knew what they needed to do and how to do it.
The principle of peer leadership revolves around using available resources
that have hands-on first hand experience that can be understood by
someone with no experience so they may prepare them-self to be the best
leader possible. When people think leading and facilitating will be easy just
like it is amongst their peers, problems arise and it requires an experienced
peer leader to take control and lead the way in order to help the facilitation
group recover. See evidence #138 (in top right corner)

examples related to being a
3. peer leader and being led by
peers
14 Student will describe the four

frames of organizations by
4. Bolman and Deal

application of organizational
5. analysis using the four frames
of organizations (Bolman and
Deal)

Inventory PPPPP

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 !3

Leadership Inventory Revised 8/30/2013 !4

Leadership theory and

Leadership Inventory Revised 8/30/2013 !5

Outcome Category: Self-Leadership

Leadership Inventory Revised 8/30/2013 !6

Leadership Inventory Revised 8/30/2013 !7

Leadership Inventory Revised 8/30/2013 !8

1 Student will show application

Leadership Inventory Revised 8/30/2013 !9

Outcome Category: Leadership Theories

Leadership Inventory Revised 8/30/2013 !10

2 Student will show knowledge

2 Student will describe personal

Leadership Inventory Revised 8/30/2013 !11

3 Student will show knowledge

3 Student will describe personal

Leadership Inventory Revised 8/30/2013 !12

Leadership Inventory Revised 8/30/2013 !13

5 Student will demonstrate

5 Student will describe personal

Leadership Inventory Revised 8/30/2013 !14

6 Student will demonstrate

6 Student will describe personal

6 Student will demonstrate

6 Student will describe the

6 Student will demonstrate

6 Student will describe personal

Leadership Inventory Revised 8/30/2013 !15

Outcome Target Additional Descriptive notes regarding learning and practice

7 Student will demonstrate

7 Student will demonstrate

7 Student will demonstrate

7 Student will demonstrate

Leadership Inventory Revised 8/30/2013 !16

7 Students will demonstrate

7 Student will demonstrate

8 Student will describe the

8 Student will demonstrate

8 Students will demonstrate

8 Student will demonstrate

Leadership Inventory Revised 8/30/2013 !17

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and practice

9 Student will show knowledge of

9 Student will demonstrate

9 Student will show knowledge of

9 Student will describe personal

9 Student will show knowledge of

9 Student will describe personal

9 Student will describe what it

9 Student will demonstrate

9 Student will describe examples

Leadership Inventory Revised 8/30/2013 !18