Finalleadershipinventory

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

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 08/22/2017 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 F
ax: (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 Element Class options Notes
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 documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a EGR 105 When deciding on colleges during my senior year of highschool my guidance counselor often told me
minimized need for approval that going to URI would be too large of a transition because I went to a rather small school. I trusted in
myself to be able to adjust and I decided to go to URI and I was able to adapt to my new environment
very well. One of the biggest differences living at school was that I had to take more responsibility for
my work and I could have let my work ethic and academic standards slip but I ended up working
harder and achieving more in college than I did in high school. I was initiated into Tau Beta Pi and
honor society because of my GPA standing in the college of engineering which shows that I was able
to work hard in school even though there is much less reminders and supervision than in high school.
EVIDENCE # 1
2. Student will demonstrate personal, HDF 290 Theta Tau Academic success has always been important to me especially throughout college. I set high
organizational, and academic examples standards for myself which led me to being invited to Tau Beta Pi, the Engineering Honor Society. The
of self-discipline requirements for students is to be in the top eighth of their junior class. I was able to accomplish this
by managing my time and putting in a lot of work running through practice problems and studying. For
personal self-discipline this semester I started taking my health and fitness seriously and regularly
going to the gym and trying to eat healthier. Beginning with going to the gym with one of my friends
and I was able to motivate myself to change some of my habits and make my physical health a priority.
As a brother of Theta Tau a professional engineering fraternity at URI, I joined the Professional
Development committee and strived to improve our professionalism. I worked to organize potential
events to work on resumes, interviewing skills, and other aspects of professionalism. I gave a speech
to my brothers expressing my concerns and my desire for Theta Tau at URI to be seen as a
professional organization.
EVIDENCE # 1 & 3
3. Student will demonstrate the ability to Based on my personality I am not a very emotional person, especially when making decisions I tend to
manage emotions be very logical. I am usually able to separate myself from situations and make decisions based mostly
on the facts and rational argument. My personality type is INTJ meaning that feeling is my most
underdeveloped trait. However, being INTJ also means that I am very goal oriented and I have
learned to use my emotions to drive me to progress in my long-term plans. Success and the elation
from doing well can give me the energy to continue to do well in school, while failure and
disappointment can be a strong motivator to work harder. This energizing force has helped me to do
well in school and lead me to set very high goals for myself academically.
EVIDENCE # 2
4. Student will demonstrate knowledge of Being a college student stress management is very important to success and overall health. I have
stress management methods learned some stress management techniques that can help me personally. The simplest method is to
remove myself from a stressful situation which is good but not always possible. I can also try to
analyze through thought or writing what is bothering me. Another technique is to spend time doing
something that I enjoy. Talking to others about what is bothering me is also helpful. I also know of
other methods like meditation and picturing myself somewhere happy but I have had little success with
those two methods.
EVIDENCE #32
5. Student will demonstrate the ability to As an introverted person situations where I am forced to spend time with lots of strangers or work in
manage stress loud environments can be very stressful. Finding someplace quiet to be alone can reduce my stress
and usually lets me feel more refreshed. I find it helps to think about the causes of my stress and what
I can control in my situation. This gives me a goal to work on that can both distract me from my
turbulent emotions and address the root causes of the stress. Exercise is another activity that help to
manage stress although going to the gym is not always ideal because of my introversion. I do enjoy
running outside where I can focus on my breathing which is almost like my own form of meditation as
well as exercise. When trying to distract myself or to cool off I try listening to music, watching videos,
reading, or writing. In some cases, these tasks are not stimulating enough to distract me, so I will turn
to video games; some of which can be an outlet allowing me to focus on completing a task or winning
a game instead of what is stressing me out.
EVIDENCE #30
6. Student will express a personal code of
An ethical leader uses their authority and power for the benefit of their community. They should use
leadership / membership ethics
their authority not to promote themselves but to represent the people they oversee. An ethical leader is
honest about their actions, values, and goals. Similarly, a member of a community should do what they
can to improve the community they are involved with. Not everyone from a community will be the
leader but members can use their skills to benefit others through service and working together.
EVIDENCE #33
7. Student will demonstrate practice of the

As a brother of Theta Tau a professional engineering fraternity, I was deeply concerned with the image
personal code of ethics
of our brotherhood within the college of engineering and beyond. I was given the opportunity to
express these concerns with my brothers when I was nominated for the position of Regent. With it
being my first semester as a brother I did not have much experience to prove to my brothers that I
could be capable to running the executive board. I used my speech to express my concerns and what
changes I could see us implementing to improve on our brotherhood, instead of focusing the speech on
myself. I did not give the speech so that I could get the power of regent but rather so that I could voice
my ideas and opinions for the betterment of the fraternity. I encouraged my brothers to vote for the
current regent who was running against me because I believed that he was right for the job. I was
acting with the interests of my brotherhood above my own and I was able to bring about positive
change without being selfish.
EVIDENCE # 3
8. Student will express a personal values

I love to learn new skills, and further my knowledge, and wisdom. Despite my curiosity, I am careful
statement (Sources = VIA, values
not to take unnecessary risks or to rush through decisions. When dealing with others I strive to be
clarification exercises, etc.)
honest, trustworthy, and fair.
EVIDENCE # 24
9. Student will demonstrate practice of the

Learning is a strong value of mine and the medical field interests me more than anything else. One
personal values statement
example to myself going beyond the classroom to learn more is attending the URI College of
Engineering Risica Lecture on Innovation and Entrepreneurship. The lecturer was Simon Campain the
president of Davol Inc. and the lecture focused on new medical technologies. It was an interesting
lecture where I was able to learn about new types of stents and specialized biomaterials. I am also
someone who most of my friends can trust and I take this very seriously because I value honesty and
trust so I try to never be dishonest with those I care about. My participation in HDF 291 was true to my
values of knowledge and wisdom because I wanted to learn about different perspectives through the
course. I was able to overcome my apprehensions about taking a course geared towards women of
color because of my values of learning and wanting to be trustworthy and fair towards others.
EVIDENCE # 4
10 Student will demonstrate the ability to

Often when I am in a group project for classes like COM 100 presentations I do not take the main
lead a project from start to finish
. (follow-through)
leadership role. I will usually put in a lot of effort and make sure that all the work gets done but I was
not always the one leading the discussions and organizing everyone. However, this changed for BME
361 Biomeasurement Lab where I took the role of project manager. Our task for the entire course was
to build a functioning ECG on a breadboard, with a PIC18 microprocessor, C++ programming, and
other components. My lab partners were Joshua who was the software engineer, and Seth, the
hardware engineer. As the project manager, I organized the team and made sure that we completed
the requirements each week. I was able to help both of my lab partners to debug the code or fix the
hardware and I made sure that the hardware and software functioned together. There were some
frustrating times during the lab when we had to analyze the problems and try to find where the issues
were occurring and I tried to make sure we did not give up or lose focus. Eventually our group was
able to complete the ECG board ahead of schedule and it was even able to measure my heart rate.
EVIDENCE # 5
11 Student will describe goals and objective

I set high standards for myself academically but I do think that my work ethic could be improved upon.
statements regarding personal issues,
. career issues, and community issues
I know from work experience that I can easily get bored and lose motivation to complete a task. I
would want to work somewhere that would be interesting enough for me to be invested and motivated
to get my job done. I can also work on time management and planning my work more so that I can
reach my deadlines more easily and not get overloaded with work. Personally, I have a lot of room for
improvement especially with meeting new people and trusting others. I want to strive to be more
outgoing. I included a picture from Oozeball that I participated in with brothers from Theta Tau who
helped me to be more trusting and open.
EVIDENCE #34
12 Student will show evidence of goals and

For myself being more outgoing was a very large issue and something that I wanted to improve upon.
objectives that were planned and
. achieved
This manifested itself in the rushing Theta Tau at the advice of some friends which was a great
opportunity for me to meet new people and open up. During the process of pledging I had to meet and
interview with each of the brothers of Theta Tau to get their signature. I used these interviews to
practice meeting new people and learning to talk and open up to others. As far as my work ethic I
started making a calendar on my computer that scheduled my classes and other activities so that I
know when I will have time for homework.
EVIDENCE # 6
13 Student will show knowledge of the

The “Hierarchy of Needs” theory by Maslow outlines the priorities of people ranging from physiological
“Hierarchy of Needs” theory by Maslow
. needs to survive to social and intellectual needs. The hierarchy part of the theory comes in the way the
needs placed in an order of importance and that certain needs must be met before an individual will
focus on others. The theory is often shown as a pyramid with physiological needs for survival at the
bottom. Once needs for food, water, air, and shelter are met, then an individual can focus on safety.
The model continues next with a need for social belonging which manifests in family, clubs,
organizations, and relationships. When an individual is able to meet their needs for social belonging,
they take can prioritize their esteem which involves receiving respect and self acceptance. The top of
the pyramid is self-actualization where an individual is driven to reach their full potential. When an
individuals needs are not met in one area, they generally do not focus on any area higher on the
pyramid until those needs are met. While the theory proposed by Maslow may not describe human
needs perfectly, it does capture the idea that the urgency of certain needs come before others and are
important to being healthy and successful.
EVIDENCE # 31
14 Student will show application of Maslow’s

I have always struggled to make friends and to trust others and analyzing Maslow’s theory shows that I
theory to own life
. struggled to sate my need for social belonging. My lack of social belonging manifested itself in the form
of social anxiety which further explains my difficulty forming close relationships with others. Luckily
throughout high school I was involved in sports teams that allowed me to fulfill my need for social
belonging. At URI, I joined Theta Tau in my sophomore year and was able to find a group that I felt a
strong sense of belonging within. While I struggled with social belonging, I was not able to work on my
self-esteem. For a while I was very conscious of what others thought of me, and I did not feel confident
in who I was. I continue to deal with my own lack of self-confidence however, I have made significant
progress in accepting myself because I have friends and brothers who can accept me. Included is a
picture of my pledge class of Theta Tau who helped me with social belonging and allowed me to build
up my own self-confidence.
EVIDENCE #35

The main goal of Superleadership is to challenge followers to lead themselves. The first step to
theory of Superleadership by Manz &
. Sims
superleadership is to become a self-leader. This process requires one to be aware of their own
behaviors, set goals, and find motivation to change. Next is modeling self-leadership because many
people learn self-leadership from role models. The third step is to encourage others to set goals
especially when people often give more effort when they have participation in goal setting. The fourth
step is to create positive thought patterns to help followers to overcome their own doubts and develop
self-esteem. The fifth step is to develop self-leadership through reward and constructive reprimand
which includes teaching followers to reward themselves. Promoting self-leadership through teamwork
is the sixth step and the formation of teams can show that self-leadership is developing. The last step is
to facilitate a self-leadership culture where there is encouragement and support for self-leadership as
well as, confidence in followers. Overall the purpose of Superleadership is to create self-leaders from
followers. Many organizations fall apart after a leader leaves where a superleader would want to
develop followers that are not wholly dependant and can motivate themselves.
EVIDENCE #36
https://pdfs.semanticscholar.org/bbc6/8829286adc534769ad61e454dda2f0330746.pdf
16 Student will show application of Manz &

Sim’s theory to own life
.
17 Student will describe StrengthsQuest My signature themes according to StrengthsQuest are as follows: Restorative, Intellection, Input,
Signature Themes, shadow side of Ideation, and Deliberative. My theme of restorative fits very well, as an engineering major and
. Strengths and/or weaknesses, and someone who I very interested in problem solving. I am always deep in thought as my Intellection
examples of application (Source = Gallup) theme suggests which can be useful for coming up with creative solutions to problems. The downside
to this theme is that it builds upon my social anxiety and low self-esteem. I often focus on my mistakes
and add unnecessary stress over analyzing my mistakes and fears. As for Input, I was always an
inquisitive person and my search for information and answers has lead me to the scientific field where I
am also able to explore my other strengths. With Ideation, I always find myself looking for connections
and interesting ideas which is further expressed through my themes of Input and Intellection. My last
signature theme of Deliberative takes hold in my careful and cautious nature. I do not like any
unnecessary risks. In some cases I need to be mindful that I do not worry too much about my future
and let my anxiety prevent me from doing what I want. Overall, my signature themes aid me in being a
thoughtful and creative individual which I will hopefully use to drive me in my engineering career.
EVIDENCE #15
18 Student will describe personal leadership As a leader, I tend to focus very heavily on completing the task or projects that need to be done. In
style and/or personality style including group projects, I try to make sure that all the requirements are met and that the work submitted is well
. strengths and weaknesses and examples done. This probably stems from my Restorative strength which drives me to solve problems and find
of application (Sources = Leadership style solutions. I also like to discuss ideas and try to find the most efficient course of action. I do not like to
inventories, the L.P.I., Type Focus jump into work before trying to analyze the problem and collaborating with other to figure the best way
(MBTI), LAMP, DISC, and other career to solve the problem. This most likely is because of my Intellectual, Ideation, and Deliberative
inventories, etc.) strengths. In ELE 313 Linear Systems, our professor made everyone take a learning styles test which
is designed to show what methods of studying and learning work best for each individual. Most
significantly my results showed that I was a Global learning which mostly means that I see and
understand the big picture before the smaller details. When I can recognize patterns, I can sometimes
see the solutions to problems without going through the steps.
EVIDENCE # 7
Outcome Category: Leadership Theories

19 Student will show knowledge of the The Authority and Bureaucracy theory by Max Weber describes three types of authority:
“Authority and Bureaucracy” theory of Rational-Legal, Traditional, and Charismatic. Rational-legal authority comes from belief that the leader
. leadership Weber has the legal rights to have that power which is where Bureaucracy exists. Traditional authority comes
from hereditary lines or some other high power like a feudal system. Leaders of Charismatic authority
are followed based on their appeal and belief in a higher power or the attributes of the leader.
Bureaucracy comes from the organization of Rational-legal authority. The feature of an ideal
bureaucracy includes a hierarchy of power, impersonality, regulations and rules, technical
understanding, job specialization, and sub-divisions.
EVIDENCE # 8
20 Student will describe personal application
of the above theory (Weber)
.
Scientific Management theory is a leadership theory built around optimization and efficiency. The
“Scientific Management” theory of
. leadership by Taylor
workers are trained with methods from scientific study of the tasks. The workers are selected and
trained specifically as opposed to letting them train themselves. This theory requires cooperation with
the workers to make sure that scientific methods are followed and the work is split rather evenly
between managers and workers.
EVIDENCE # 9

of the above theory (Taylor)
.
The Management by Objectives theory developed by Peter Drucker outlines a process by which
“Management by Objectives” theory of
. leadership by Drucker
managers and employees work together decide upon the goals of an organization. There is a five-step
process involved with the theory. It begins with the managers setting goals for the organization, and
then sharing them with the employees. Management then monitors the employees and evaluate them
based on the goals that were set. Meeting the objectives is rewarded and the cycle continues with new
objectives for the organization. The goals set according to MBO are supposed to be “SMART” or
specific, measurable, achievable, realistic, and time bound.
EVIDENCE # 10

of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
Theory X is a form of leadership that involves the leader acting as though the workers dislike working
X and Theory Y” theory of leadership by
. MacGregor
and are trying to avoid it. The idea behind this style of leadership is to use control and punishment to
motivate the employees to work harder. Theory X is more applicable to large scale businesses and
efficient operations. Theory Y leadership does not use threats or punishments to motivate workers. A
leader using Theory Y assumes the workers are motivated to work. Theory Y is generally used for
complex problem solving and management of professionals and involves more participation from the
workers.
EVIDENCE # 11

of the above theory (MacGregor)
.
A Servant Leader becomes a leader because of their desire to serve which comes first and not a leader
“Servant Leadership” theory of
. leadership by Greenleaf
first. According to the theory it is important for the Servant Leader to ask themselves if the people they

serve are growing, and are they becoming more independent, wiser, and more likely to serve. It is also
important to look at the least privileged in society so that their condition does not worsen but hopefully
can improve by serving. The 10 characteristics of a Servant Leader are ability to listen, empathy,
healing, awareness of others, ability to persuade, conceptualization, foresight, stewardship,
commitment to the people and their growth, and building the community.
EVIDENCE # 12

Starting the summer after my junior year of highschool I started working at the East Bay Food Pantry
of the above theory (Greenleaf)
. in Bristol. My supervisor, Karen Griffith, at the East Bay Food Pantry was a good example of both
Servant Leadership and Situational Leadership. She did not enter a leadership position out of a desire
to lead but because of the hard work she had put in volunteering at the food pantry and serving the less
fortunate. As one of the few long-term volunteers she took on a leadership role through her experience
and could guide the other volunteers who were still learning how the organization worked. I learned a
lot from working with Karen and she motivated me to want to serve as well. The food pantry was
always focused on the less privileged in society and motivating others to serve. Karen displayed many
of the characteristics of Servant Leadership such as empathy, commitment to the growth of the
community, and building the community. Because I worked at the food pantry for 3 summers I was
able to learn a lot about how the organization worked and I was able to help the other volunteers to be
independent and to promote in them a desire to serve others.
EVIDENCE # 13

The four main principles of Principle Centered Leadership are Security, Guidance, Wisdom, and
“Principle Centered Leadership” theory
. by Covey
Power. Security relates to self-esteem and an overall sense of worth so people lacking in security
depend on others emotionally. Our direction comes from Guidance leading one’s moral compass.
Wisdom is having strong discernment, and comprehension to tell the difference between temporary
pleasures and real joy. With Power comes the ability to act and the will to do so. People low in this
principle are insecure and dependent solely on their circumstances. A principle centered leader has
eight characteristics according to Covey: continually learning, service-oriented, share positivity, believe
in others, have a balanced life, view life as an adventure, are synergistic, and exercise self-renewal.
They are continually learning, They are service-oriented, They radiate positive energy, They believe in
other people. One must focus on the things that they can control and try to have a positive influence
on others.
EVIDENCE #37
https://books.google.com/books?hl=en&lr=&id=w4zCIPZrniQC&oi=fnd&pg=PA13&dq=principle+center
ed+leadership&ots=KdpE2mNYzb&sig=Wlu6yPbavf9KlS4XYfPl0FsycWw#v=onepage&q=principle%20
centered%20leadership&f=false

of the above theory (Covey)
.
31 Student will show knowledge of the “14
The 14 Points/TQM theory outlines 14 points to quality management. The first point is to continually
Points / TQM” theory of leadership by
. Deming
strive for improvement in products and service to compete and be successful. The second point is to
adopt a new philosophy to be ready for the changing economics and consumer base and be willing to
lead for a new change. Next is to not rely on inspectors to maintain quality, and instead improve the
processes and ensure quality throughout production instead of wasting products after production.
Moving to using a single supplier for any one item is the fourth point and emphasizes loyalty and trust
over taking the best price. The fifth point is to always improve quality, productivity, and service. Next is
to train workers on the job to improve quality. Another point is to implement leadership that is designed
to supervise and help workers and overall production to work better. Also important is to get rid of fear

in the workplace and to not use it as a motivator. Another step is to bring the different departments
together to get the whole company working together and sharing information. Next is to eliminate
unreachable goals because they can reduce quality and instead should be replaced with quality
leadership aimed on improvement overall. Similarly, another point is to let the worker have the right to
pride in their workmanship and to reduce the emphasis on number quotas more than quality. Also the
engineers and managers should focus on quality as well so objectives and artificial ratings should be
removed. Focus should be on education and improvement allowing everyone to grow from working in
the company. Lastly it is important to have participation from everyone in the company in the other 13
points and working toward improvement in the company. Overall, the 14 Points for Management
outline the goals, both practically and philosophically, that a company should strive for to improve
effectiveness.
EVIDENCE #14

of the above theory (Deming)
.
Transformational leadership is a leadership theory about reaching higher standards through working
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
together with others to motivate each other. There are four steps to becoming a transformational
leader. The first step is creating an inspiring vision which is the reason one leads and establishes the
by Sashkin
purpose of the organization. The second step is motivating people to follow your vision by appealing to
their values. The next step is managing the delivery of your vision which requires careful management
to maintain support while implementing changes. Good communication between management and
employees will make this step work better. Last is building strong, trusting relationships with followers,
which can be done by meeting individually with the people to understand their needs and by being
open and honest with them.
EVIDENCE # 16

of the above theory (Sashkin)
.
This theory involves three ideas, the governing variables, action strategies to maintain the governing
“Individuals in Organizations” leadership
. theory by Argyris
variables, and consequences of the actions. Single-loop learning as part of the theory involves
detecting an error and correcting it without needing to change policies or objectives. Double loop
learning requires the leader to reassess the goals or governing variables which means changing the
policies, norms, and objectives of the organization.
EVIDENCE # 17

of the above theory (Argyris)
.
37 Students will demonstrate knowledge of
The 4 V’s model of leadership is based on ethical leadership with the leader’s values and virtue
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
playing a role in their leadership. The 4 V’s are Value, Vision, Voice, and Virtue at the center of the
model. Values are what leaders make their decisions based on and should be committed to. Vision is
the perspective of the leader and how they can predict the outcomes of their decisions. Per the theory
leaders must know themselves to have a vision for the future. Voice is the way that leaders present
their vision. A good leader is credible and able to motivate and persuade others. Virtue is essentially
doing what is morally right which is how a leader’s values, voice, and virtue align with what is good. In
addition to the 4 V’s are the ways they connect. Service connects Values and Vision because service
that comes from one’s values shows their vision. Polis is the Greek word for politics which is where a

leader’s Vision and Voice are expressed publicly. Renewal is linking back to Values from Voice to
ensure that they are inline and that work done is renewing the society.
EVIDENCE # 18

of the above theory (Grace)
.
Situational leadership is based on the belief that a leader needs to vary their style of leadership to suit
“Situational Leadership” theory by
. Hersey & Blanchard
the current situation and people involved. The theory established by Hershey and Blanchard describes
four main styles that can be used depending on the maturity and the task at hand. There are four
styles of Situational Leadership, the first being Telling/Directing where the leader must tell the followers
directly what to do. Selling/Coaching is through two-way communication to try to get the people to
motivate themselves and follow the decisions. Third is Facilitating/Counseling where the followers
have the ability to do the task and the leader shares decision making with the followers. Last is
Delegating where the leader can assign responsibilities to others because they are responsible and
motivated enough to work on their own.
EVIDENCE # 19

While working at the East Bay Food Pantry during the summer I learned from one of my leaders,
of the above theory (Hersey &
. Blanchard)
Karen Griffith, about Situational Leadership. She could adapt to the varying levels of maturity and
experience of the volunteers who worked at the food pantry. With the long-term volunteers who
volunteered every week, Karen could trust them and could delegate tasks to them. However newer
volunteers often needed to be coached to motivate them to work or directed so that they know how and
what to do. I was able to learn from her leadership style and put it into practice myself when I was
dealing with the new volunteers or splitting tasks up with other volunteers.
EVIDENCE # 13

The Relationship Leadership model serves as a goal to aspire to and can allow members to be a part
“Relational Leadership” model by
. Komives, McMahon & Lucas
of a shared vision. At the center of the model is Purpose where members understand the shared
values and role and committed to developing meaningful goals. Being ethical is also important and one
should understand values and moral decision making while being true to their words and socially
responsible. Inclusive encompasses understanding self, valuing diversity, and working with others.
Empowering is to value the contributions of others and to encourage teamwork and individual learning.
On the outer ring of the model is Process where people are committed to the community and
collaborating with the team. For this model to work there needs to be a large commitment to the
process and to developing people.
EVIDENCE #38
https://leadershipforhighered.wordpress.com/2014/03/06/relational-leadership/

of the above theory (Komives et al)
.
43 Student will show knowledge of the HDF 290
Constructivism is an education theory that focuses on allowing the students to construct their own
concept of constructivism
. knowledge rather than lecturing on the facts directly. Under this theory students are taught more how
to learn than just regurgitating facts and information. It is about questioning and reassessing what you
know after learning new perspectives and information. Constructivism is more active than traditional
learning and expands on the current knowledge of the students.

Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
EVIDENCE # 20
44 Students will describe personal examples HDF290

Throughout HDF 290 which is taught with a constructionist style, our class was actively participating in
of implementing constructivism
. learning and discussion. One example could be the retreat where during one exercise we assigned
people as good or bad leaders. This discussion lead us to evaluate what made someone a good
leader and brought up several different perspectives and ideas. Some people believed that ethics and
morality did not determine if someone was a good leader while others said it was very important.
Melissa Camba-Kelsay allowed us to debate with ourselves moderating at some points and helping to
draw out important discussion without leading the activity directly. This activity showed of constructivist
teaching and I realized some of my hard felt beliefs on what makes someone a good leader that would
not have happened in a traditional learning environment.
EVIDENCE # 21
45 Student will demonstrate knowledge of

The Experiential Learning Model by Kolb represents learning as a four stage cycle that begins with
the Experiential Learning Model (Kolb)
. concrete experience from life. The next stage is reflective observation where an individual reviews the
new experience and analyzes if it aligns or contradicts prior understanding. The third stage is abstract
conceptualization where reflection can lead to new ideas or altering preconceived notions. Lastly is
active experimentation in which the individual applies new ideas and sees the results which leads back
into the first stage. There are also four learning styles that are derived from the four stages of learning
and how an individual go about tasks and how they think or feel about them. People more inclined to
concrete experience and reflective observation have a diverging learning style. Diverging learners
look through different perspectives and are better at brainstorming and listening. Assimilating learners
focus on thinking and watching and like a logic and concepts. Individuals with converging learning
solve practical problems. Accommodating learners enjoy new challenges and rely on instinct and tend
to use others to inform themselves instead of make their own analysis. Understanding the way oneself
learns bests can help an individual to grow in understanding.
EVIDENCE #50
http://cei.ust.hk/files/public/simplypsychology_kolb_learning_styles.pdf

of the Experiential Learning Model (Kolb)
.
The Social Change model is designed for those who are in the usual positions of leadership but want
“Social Change Model of Leadership
. Development” by Astin et al
to make a positive change. There are 7 C’s that link with Individual values, Group values, and
Society/Community values. Individual values link to, Consciousness of self which is the beliefs, values
and motivations, Congruence or understanding values and being consistent, and Commitment or the
driving force that motivates action. Group values include Collaboration, making leadership a group
activity, Common purpose or having shared values and goals, and Controversy with civility which
means accepting the differences. Lastly is Community or Society values which contains the seventh C,
Citizenship or the membership and engagement in the community. The eight C of the model is Change
which is the ultimate goal of the Social Change model for leadership, to promote positive change in the
community through action and leadership.
EVIDENCE # 22

of the above theory (Astin et al)
.
The Leadership Identity Development Model is based on a study on 13 college students to analyze the
the “Leadership Identity Development
. Model” by Komives et al
way that they developed as leaders. The five stages of leadership identity are: Awareness,
Exploration/Engagement, Leader Identified, Leadership Differentiated, Generativity, and
Integration/Synthesis. Stage one or Awareness is when an individual simply becomes aware of
external leaders around them. Next is Exploration where an individual engages in group activities,
making friends and working with others. During Leadership Identified, one understands leadership as
the actions of a leader and sees the hierarchical structure in groups. In Leadership Differentiated,
leadership is seen as part of a shared group process. Generativity is where one develops a passion for
issues they want to influence and develop others in leadership. With Integration comes recognizing
oneself as a leader with or without a official role. As people develop their relationship and
understanding of leadership changes. In the first two stages people are likely to depend more on
others. By Leadership Differentiated, individuals understand their interdependence with those around
them.
EVIDENCE # 57
http://www.journalofleadershiped.org/attachments/article/207/JOLE%208_1_Komives_Longerbeam_M
ainella_Osteen_Owen_Wagner_2009.pdf
50 Students will describe personal

application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of BUS 441
The behavioral approach to leadership is split into two categories of behaviors: task behaviors and
behavior theories of leadership from
. Michigan and Ohio State
relationship behaviors. Task behaviors focus on completing goals and help the team to accomplish
objectives. Relationship behaviors focus on the people involved, making everyone comfortable with
themselves, others, and the scenario. These behavior theories explore how leaders use these types of
behaviors to influence their followers. The Ohio State studies differentiate initiating structure and
consideration which are similar to task and relationship behaviors and claim that they are separate and
independent. In the Michigan studies task and relationship behaviors were initially thought of as
opposing behaviors along a single continuum. There are different approaches to leadership depending
on the amount of task and relationship behaviors of the leaders.
EVIDENCE #39
De Pree, M. (1989). Leadership is an Art. New York, NY: Doubleday Dell Publishing Group, Inc.
Northouse, P.G. (2016). Leadership: Theory and Practice. (7th Ed.) Boston, MA: Sage
Publications, Inc.
54 Student will describe personal application BUS 441, BME Theta Tau retreat
After learning about behavior theories of leadership it became abundantly clear to me that I tend to
of the above theories (Michigan & Ohio 484
. State)
focus heavily on the task behaviors more than the relationship behaviors. I assume this stems from my
restorative strength and my math and science background. There are several examples of me using
task behaviors in group settings such as my Capstone project for biomedical engineering I was heavily
focused on the outcome and getting results. There was pressure to have progress each week to show
our capstone director and so I was always making sure that my teammates were working on something
meaningful for the project. As for relationship behaviors, I went on a business retreat for Theta Tau
where we discussed the direction of our organization. There were a few strong personalities in the
room and many people whose voices were not being heard. I took it upon myself to try and guide the
discussion and help more people to voice their opinions. Relationship behaviors do not come as
naturally to me as task oriented behaviors do but if I make a conscious effort to be aware of them I can
make use of relationship behaviors in my leadership. I chose a picture of to include my capstone
abstract that showed what we were able to get done once we starting working together well.
EVIDENCE #42

Charismatic leaders are effective communicators and are able to connect with their audience or
Charismatic leadership
. followers on an emotional level. The personality and actions of a leader are more important in this style
than most other leadership styles. Charismatic leadership is similar to transformational leadership in
the inspiring and influencing of followers. A charismatic leader focuses more on guiding people
according to their vision and morals. Charismatic leaders often become highly influential due to their
ability to connect to their audience and their powerful visions. It is important that charismatic leaders
do not become too fixated on their vision or become arrogant which could lead to abuse of power and
ignoring followers.
EVIDENCE # 61
https://online.stu.edu/charismatic-leadership/

of the above theory
.
57 Student will demonstrate knowledge of The main message of the contingency approach to leadership is that a leader not only must use the
contingency approach to leadership by right style but also be able to control a situation. A leader needs to maintain good relations with their
. Fiedler followers, create clear objectives, and be able to give rewards and constructive punishments. The least
preferred coworker scale measures the traits of the co-workers that the leader does not get along with.
For a low LPC score, the task drives the leadership and the task needs to be clearly defined. A high
LPC score shows a positive orientation towards relations and the task is not as important. For leaders
who are better with personal relations are able to handle less structured task scenarios. Leaders who
struggle with personal relations are more geared to work in highly structured task environments.
EVIDENCE # 62
http://www.leadership-central.com/fiedler's-contingency-theory.html#axzz5CZvTh4IX
of the above theory (Fiedler)
.
59 Student will demonstrate knowledge of BUS 441 The theory of path-goal leadership seeks to understand the ways that leaders motivate their followers
Path-Goal theory by House to complete objectives. This is done through rewards, coaching and other ways to make the work
. more satisfying. There are four leadership behaviors associated with the path-goal theory: directive,
supportive, participative, and achievement oriented. Directive leadership is similar to the task
behaviors of the behavior theories and gives instructions to followers so that the objectives are clear.
Supportive leadership like the relationship behaviors focuses on being approachable and making sure
everyone is treated well. Participative leadership allows the followers to share in decision making,
allowing them to give their ideas and opinions. Lastly achievement-oriented leadership involves
challenging followers to reach higher standards, helping them to improve, and showing confidence in
them. The type of behaviors used by a leaders should depend on what the needs of the situation and
followers are.
EVIDENCE # 63
http://www.nwlink.com/~donclark/leader/lead_path_goal.html
60 Student will describe personal application BUS 441 As a leader I have struggled to focus on the needs of my followers and I tend to get very focused on
of the above theory (House) completing the task at hand. I often get very involved in the work and I have to make conscious effort
. to trust others and coach them through the project. With my capstone project for Biomedical
Engineering I initially started out trying to do too much and not delegating enough. After some time I
was able to work with my team members and challenge them to do more and including them more in
the decision making. This helped them to be more motivated and invested in the project while it made
my job easier.
EVIDENCE # 64
61 Student will demonstrate knowledge of BUS 441 Leader Member Exchange theory focuses on the relationship between leaders and followers. Two
Leader Member Exchange (LMX) theory types of relationship are the in-group which includes followers that negotiated extra responsibilities and
. by Dansereau, Graen & Haga; Graen & go further than are required. The out-group are those who just do what is required and do not seek out
Cashman; Graen more involvement or responsibilities. Leaders tend to communicate more with the in-group and give
them more information, and confidence. High quality leader-member exchange can empower followers
and lead to more commitment and motivation to work. Leaders tend to look for followers who
participate and are enthusiastic about the job. While followers look for leaders who are agreeable and
trusting. The leader member relationship expands as the leader sees how willing the follower is to
accept new responsibilities and the follower wants to see if the leader is willing to give new
opportunities and challenges. After this point, leaders and followers can form a mature relationship
with respect and trust from both sides. The goal is to create and environment where everyone is
involved and willing to participate.
EVIDENCE #40
62 Student will describe personal application BUS 441 Within the Professional Engineering Fraternity, Theta Tau, brothers are given “Littles”. Littles are
of the above theory (Dansereau, Graen & individuals who have been accepted into the process of becoming a brother, and are assigned to a
. Haga; Graen & Cashman; Graen) member who the fraternity believes will help them flourish. A few semesters ago, I was given my own
Little, Alec, because he and I shared similar personality traits. During my time pledging Theta Tau,
individuals within the organization were concerned with the fact that I was not especially outgoing.
However, after some time getting to know my big, I began to open up more and take on more
responsibilities within the fraternity upon initiation. Just as my big had done for me, I took it upon
myself to reach out to my little to make him feel welcomed into Theta Tau. To this day Alec is still a
strong member of the Theta Tau community, and even has been nominated President of ASCE.
EVIDENCE #41
63 Student will demonstrate knowledge of Sometimes people are able to work fine without a supervisor guiding them through the process.
Leadership Substitutes Theory Substitutes are anything that make leadership not required for a subordinate such as their ability, or
. the nature of the task. Any task that is simple or repetitive may not require leadership also a fulfilling
task may give people enough motivation that coaching is not necessary. A strong team focus may
make people in an organization able to function without much leadership as well. In addition to
substitutes for leadership there are also neutralizers which weaken the effect of leadership such as not
caring about rewards. Also enhancers are factors that can enhance leaderships effects such as
subordinates having experience and having the tasks change often.
EVIDENCE #69
https://en.wikipedia.org/wiki/Substitutes_for_Leadership_Theory
of the above theory
.
65 Student will demonstrate knowledge of Leader emergence theory by J. Robert Clinton is a model of leadership development divided into six
Models of leader emergence phases: Sovereign Foundations, Inner Life Growth, Ministry Maturing, Life Maturing, Convergence,
. and Afterglow. This theory is based on research of biblical figures and can be useful in a Christian view
of leadership. The first stage is where a leader is prepared for future leadership by God beginning at
birth. Inner life growth involves formal and informal training. Ministry maturing is where an individual
serves in ministry or receives further training and develops strengths. The Life Maturing phase is
marked by combining gifts, training, and experience to reach a higher potential. An individual reaches
their maximum potential with Convergence and becomes the most effective leader they can be.
Afterglow is the legacy and influence that follows after a leader.
EVIDENCE # 65
http://www.commonsenseleaders.com/summariesandreviews/what-is-leadership-emergence-theory/
66 Student will describe the impact of traits
on leadership emergence and
. performance
67 Student will demonstrate knowledge of One of the main concepts of chaos theory is the butterfly effect which boils down to the idea that
Chaos approach to leadership by seemingly insignificant changes can develop into a major impact somewhere else. One of the main
. Wheatley takeaways of the chaos theory is to not look for the causes of issues but to try to find the patterns that
lead to certain behaviors in the organization. Some of the important applications of this theory to
leadership is to not try to control everything. Just because a system is not in complete order does not
mean that it is bad. An organization with no change or adaptation has not chance to evolve or develop
its followers.
EVIDENCE # 66
http://www.referenceforbusiness.com/management/Bun-Comp/Chaos-Theory.html
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example HDF 291
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of HDF 291 According to the model described by the Cycle of Socialization theory, one’s identity is developed over
the “Cycles of Socialization” (Harro) the course of our lives from the people and institutions. In the beginning, people are born without any
. theory and its uses in leadership conception or choice of who they are. Stereotypes, biases, and prejudice are already built into society
and are inherited at birth. The first socialization that one experiences comes from the people who
raise them, their family, and loved ones. From these people, one is taught their first lessons on what
their roles are. These people are role models, “They shape our self-concepts and self-perceptions, the
norms and rules we must follow, the roles we are taught to play, our expectations for the future, and
our dreams” (Harro, 2013, p. 47). From these lessons, people begin to develop their own identity, but
may be confused by the conflicting messages they receive and not understand basic social constructs.
After the first socialization, people experience cultural and institutional socialization. Messages about
who one should be and how they should act come from school, religion, and other institutions. Cultural
influences also impact one’s view of self which comes from media, news, and popular ideas. The next
step is enforcements, where rewards come from following the rules and aligning with the popular
influences. Furthermore, there are punishments for being, thinking, and acting differently. People can
be ostracized for trying to go against the norms, or even trying to support groups that are oppressed.
The result is inequality and negative outcomes for the targets and agents of oppression. This step is
where the cycle can be broken and change can begin to occur if one chooses to challenge the
accepted views of society, and recognizes that there are issues with the established social norms.
However, if this does not occur then there is no action to change the society, and the established
norms are accepted causing the cycle to continue. It may be confusing why people do not question
the system especially when it does not benefit them, but there are several factors like ignorance and
fear that keep people from questioning the norms and their roles.

Harro, B. (2013). The cycle of socialization. In M. Adams, W. J.
Blumenfeld, C. Castañeda, H. W. Hackman, M. L. Peters, & X.
Zúñiga (Eds.), Readings for diversity and social justice (3rd ed.,
pp. 45-52). New York: Routledge
EVIDENCE #25
72 Students will demonstrate personal HDF 291 I feel that enrolling in HDF 291 and taking actions to educate myself and plant the seeds to bring about
application of the “Cycles of change for the cycle. It was a big decision to take HDF 291 as a white male I was not sure how
. Socialization” (Harro) welcome I would be in the class but I was open to learning about new perspectives. I took the course
to understand more perspectives and make myself more aware of issues for women of color which I
knew very little of before. As I move forward in life, I want to live in a world where someone’s identity
does not affect the way they are valued. I know that racism and inequality are difficult to overturn, but I
do not want to be discouraged from making a difference. Overall, I want to continue to be more
comfortable with who I am, and be more willing to challenge the established system.
Harro, B. (2013). The cycle of socialization. In M. Adams, W. J.

Blumenfeld, C. Castañeda, H. W. Hackman, M. L. Peters, & X.
Zúñiga (Eds.), Readings for diversity and social justice (3rd ed.,
pp. 45-52). New York: Routledge
EVIDENCE #26
73 Student will demonstrate knowledge of HDF 291 The Cycle of Liberation is a different model which describes patterns of liberation efforts that were
the “Cycles of Liberation” (Harro) theory successful and how social change comes about (Harro, p. 463). The Cycle of Liberation comes about
. and its uses in leadership when an individual “wakes up” and diverges from the Cycle of Socialization. According to Harro, this
new cycle is characterized by self-esteem and empowerment of self. As part of the model after waking
up, one must get ready for change by empowering themself and dismantling beliefs and internalized
oppression. The next step is reaching out to others which leads into building a community who
question the roles and structure of the system. With a community of people organization and action
lead to creating change by influencing culture and policy while hopefully maintaining the positive
changes.
Harro, B. (2010). The cycle of liberation. In M. Adams, W. J. Blumenfeld, C. Castañeda, H.
W. Hackman, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice
(3rd ed., pp. 463-469). New York: Routledge
EVIDENCE # 67
74 Student will demonstrate personal HDF 291
application of the “Cycles of Liberation”
. (Harro)
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of The White Racial Consciousness Model by Rowe, Bennet, and Atkinson is a model that was created
racial identity development (Cross & because of criticisms of other White racial identity models. It focuses on awareness of being white and
. Fhagen-Smith; Rowe, Bennett & the significance for people who are not white. It is split into two categories either achieved or
Atkinson; Ferdman & Gallegos; Kim; unachieved white racial consciousness. The categories and the types of attitudes within them are not
Horse; Renn etc.) meant to be stages that are achieved in a certain order. Unachieved white racial consciousness
encompasses avoidant, dependent, dissonant, dismissing, and ignoring. Dependence means
acknowledging being white but still depending on others for significant opinions. Dissonance involves

confusion and uncertainty because of new racial knowledge. Achieved white racial consciousness
includes dominative, conflictive, reactive, and integrative attitudes. Dominative being ethnocentric and
believing stereotypes and racial superiority. People with cognitive attitudes oppose obvious
discrimination and believe in equality but believe that other racial groups are at fault for their obstacles.
Reactive attitude means recognizing inequality and privilege and having concern for people of color.
People with integrative attitudes have a commitment to social change.
Patton, L. D., Renn, K. A., Guido, F. M., & Qua ye, S. J. (2016). Student development in college:
. Theory, research and practice (3rd ed.). San Francisco: Jossey Bass.
EVIDENCE #27
78 Student will demonstrate personal Growing up I did not see or understand the significance of race that I can see and understand today.
application of model(s) of racial identity For a while I had a dependent attitude because I accepted the opinions of family and other influences.
. development above I was also somewhat avoidant because I tried to ignore race and I used to think that being “blind to
race” was a good thing. Now I realize that being White means I have received privileges that other
people do not have access to. Taking HDF 291 helped to further me in achieving White racial
consciousness by making me more aware and more willing to commit to social activism. Through HDF
291 I had real and meaningful interactions with women of color and learned a lot from the course,
guest speakers, and my fellow classmates. I included my last reflection from HDF 291 as evidence of
becoming more aware of my identity and how my attitudes have changed.
EVIDENCE #28

models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
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.)
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to

leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of During the early 1960’s, the United States began to take legal action to economically protect minority
relevant laws and policies related to populations. The earliest of these policies is Affirmative Action. Signed as an Executive Order in 1961,
issues of equity and its relationship to this law mandated that employers take Affirmative Action to hire adept applicants without regard to
leadership (i.e., Title IX, Affirmative race, religion, or place of origin. In 1965, this order was required of all government employers, and
Action, Protected Classes, etc.) later, in 1967, this was extended to gender. Additionally, Protected Class was passed in 1964 as a law
that protects groups that share a “common characteristic” which may be cause for employment
discrimination. For example: race, gender, religion, citizenship, etc.. Later on in the 1970’s, federal
laws such as Title IX were passed to protect mainly women from discrimination in the federally funded
education system. Title IX clearly states that no person, on the basis of gender, be excluded from any
education program funded in any part by the federal government. Other laws were also passed by the
US Federal government such as the Fair Housing Act, Civil Rights Act of 1964, and The Equal Pay Act
of 1963 to protect discriminated parties from unfair voting, housing, and pay treatments. As a leader, it
is important to take all types of groups into consideration. While it is morally obvious that discrimination
is wrong, it is especially dangerous for leaders. This is because differences in race, gender, or place
of origin often manifest themselves in various schools of thought. Thinking differently is beautifly
constructive ability to have when working in groups. Leaders who facilitate this aspect of people likely
find their job exceptionally rewarding because of this.
EVIDENCE # 68
https://www.dol.gov/oasam/programs/history/herman/reports/futurework/conference/staffing/9.7_discri
mination.htm
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal examples
of being a change agent
.
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
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational
. Development Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
Multicultural Change Intervention Matrix
. (Pope)

96 Student will show personal application of
the Multicultural Change Intervention
. Matrix
97 Student will create a personal code of
inclusive leadership
.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles It is important to use logic and reasoning to make educated decisions and form viewpoints that hinge
of critical thinking and fallacies (logic is on solid arguments. When indulging in the massive amounts of political media, it is easy to succumb
used in this minor) to fallacies instead of forming educated opinions. One common fallacy that people resort to in
arguments is the Strawman fallacy, where people take distorted versions of the views they are
criticizing. In this fallacy, it is easy to tear down a hyperbole that does not really represent the view
that it is an exaggerating. Another example, the Ad Hominem fallacy is found very frequently among
groups who disagree with Donald Trump. Although there are many plausible arguments individuals
can make against his platforms, there are equally as many people making fun of him for frivolous
reasons simply because they dislike him. These are examples of fallacies of relevance and there are
also fallacies of relevance and formal fallacies. Leaders need to go out of their way to research the
many different fallacies to avoid making poor decisions based on illogical reasoning.
EVIDENCE # 56
https://writingcenter.unc.edu/tips-and-tools/fallacies/
99. Student will demonstrate proficiency of PHL 212 As stated previously, my StrengthsQuest themes include: Intellection, Ideation, Input, and
critical thinking Deliberative which shows my tendencies towards thinking. I really enjoy deeply thinking and pushing
myself to be more creative and broadening my perspectives. This was evidenced by my work in PHL
212 where discussion and intelligent debate played a large role in the class. There were several
interesting discussions about morality and the merits of different ethical theories. One discussion was
a debate between Kantian ethics versus Utilitarianism. The crux of the debate was whether the
outcomes or intentions of an action determine its morality. It was easy to fall into a Strawman fallacy
saying that if one completely ignored the obvious outcomes of an action it would still be moral
according to Kant. This is not the intended meaning of the ethical theory of Kant so we had to
dismiss this argument. The evidence here is an assignment about Mill’s theory that was useful during
these discussions in class.
EVIDENCE #43
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of When I try to evaluate myself as a leader I can compare my situation to D&D (Dungeons and
metaphorical analysis to critically analyze Dragons). Is the problem at hand a dragon attack that needs an immediate response or a dungeon
. self and leadership situations that the party has time to prepare for? These comparisons allow me to figure out what the appropriate
response or plan for a situation is. In addition to addressing leadership situations, there is a need to
analyze my team and my own performance. In D&D, a adventuring group needs a balance of
character types that work together to cover each other’s weaknesses and ensure that the group can
handle any situation. For instance, in my engineering capstone I was in a group of three and we
struggled to figure out what to do in our design project. It was like a D&D adventuring party with too
many fighters and no one who could cast spells or heal the party. Eventually we found roles that
allowed us to utilize our skills, so that we were not trying to fill the same role in the project. I focused
on the presentations and reports so that my teammates could work on construction of the prototype
and this evidence was used for one of our presentations.
EVIDENCE #44
102 Student will show knowledge of at least
five decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least
five problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management
106 Student will demonstrate the ability BME 484 The capstone project for biomedical engineering involves many different perspectives from
to synthesize multiple knowledge understanding human anatomy and physiology to electromagnetism. In addition to the research and
. perspectives (course work), competencies application of the science related to our project was writing reports, and presentations. I had to
(communication, writing, information balance researching applications of transcranial magnetic stimulation with writing a proposal for a
literacy or mathematical/statistical skills) research grant. The goal of our project was to design a proof of concept prototype that could deliver
and responsibilities (global, diversity & transcranial magnetic stimulation through rotating permanent magnets. The reason why this is
inclusion or civic knowledge) important is that transcranial magnetic stimulation is currently an expensive and inaccessible
treatment for many people. With our design we hope to create an alternative that is cheaper, more
accessible, and applicable as a treatment for other problems such as stroke. As a team we had to
research and calculate the relationship between the rotating magnets and the electric field that is
induced. We also designed a simple prototype from a bicycle helmet, molded PVC, and 3D printed
plastic. After we completed the design, we still needed to present our project before the Biomedical
Engineering department at URI before going the NEBEC conference to do the same.
EVIDENCE #45
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of When listening to someone it is good to respond to the end of what someone says. Often in
active listening techniques conversation people will focus on the first thing that someone says and stop listening or paying
. attention after that. By responding and building from the last thing that someone says, it shows that
you are continuing to listen to them and it helps the conversation flow more naturally. By trying to wait
and respond to the last thing that someone says it forces you to actually pay attention throughout a
conversation. There are other ways to show active listening such as making eye contact, and leaning
towards the speaker. Another strategy for active listening is to reflect and summarize back the main
point of what is said to show understanding and attention. At Theta Tau regionals one of the speakers
mentioned how much teachers and leaders appreciate body language such as eye contact and
nodding.
EVIDENCE #51
110 Student will describe examples of using Often in conversation I find myself latching onto something someone says and trying to formulate a
active listening skills response without paying attention to the rest of the conversation. I try to practice responding to the
. end of the conversation to keep the conversation flowing naturally and to show that I am still attentive.
At Theta Tau regionals I made sure to talk to the speakers during on of the breaks and was thanked
for showing some nonverbal signs of listening and paying attention which I did not even realize would
be appreciated so much.
EVIDENCE #51
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques Good leaders don’t just happen. The best leaders are those who actively seek feedback and
regarding giving and accepting of feedback implement it in their leadership style. It is advisable for leaders to regularly schedule meetings with
. each individual member to receive feedback on the respective member’s experiences and how they
think it could be improved. This should be done in a comfortable, open environment that promotes an
open and honest discussion. Most importantly, all feedback should be recorded and acted upon to the
best of the leader’s ability. A good leader does not need to come up with all of the ideas but they can
at least create the process for others’ ideas to be fostered and built upon. At Theta Tau regionals we
discussed leader accountability and open communication.
EVIDENCE #51
114 Student will describe examples of giving As part of my Biomedical Engineering major, I have to complete a capstone project which requires
and accepting feedback. everyone to work in teams to design a solution to biomedical engineering problem. A major portion of
. the project is working with the capstone directors and receiving their feedback. This was difficult at
some times because it meant going back the drawing boards and reevaluating our project and plan.
However the feedback we received was helpful in the completion of the project especially when it
involves certain areas that were outside of our expertise. The picture used as evidence was taken
while we were presenting at NEBEC to a judge.
EVIDENCE #45
115 Student will show knowledge of the 7D Coaching is an important style of leadership that focuses especially on developing and motivating
coaching model (Knott) followers. Knott’s 7D model of coaching follows in the order of: data, define, design, develop, deliver,
. deploy, and determine. Data involves gaining subjective and objective information that is important for
the intervention. Define is analyzing the data and coming to an understanding of the challenges and
talents involved. Design is coming up with a plan based on the information and understanding up to
this point. Develop continues building a plan and everything necessary to deliver it. Delivering is to act
on the plan through intervention, training, and coaching. Deploy is enacting the changes with help from
experts. Determine is the last stage where the coaching is reflected on and its effectiveness is
measured.
EVIDENCE #53
http://www.thoughtsacademy.com/our-research/the-7d-model-of-organization-development/
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
facilitation techniques
.
120 Student will demonstrate proficiency of
facilitation techniques
.
121 Student will demonstrate knowledge of BUS 441 Debriefing techniques are especially useful for teaching and engaging others in a part of the learning
de-briefing techniques experience. One example is four corners which participates will stand in that represent: strongly agree,
. agree, disagree, and strongly disagree. After each statement is read students can find where they
stand and discussion can be had about each person’s position and reasoning. There are several
activities such as beach ball or quick toss, that have people pass an object and answer questions
when they have the ball. This task helps facilitate discussion by having one person at a time and can
make everyone more actively engaged. Students can review the activity through completing short
phrases, or rating certain parts of the activity as well. Overall, most of these techniques facilitate
discussion and reflection which is very useful for retaining information and attention as well as
improving participation.
EVIDENCE #54
http://www.supportrealteachers.org/debriefing-techniques.html
122 Student will demonstrate proficiency of BUS 441
In BUS 441 each student worked in groups to teach a lesson to the class on some topic related to
de-briefing techniques
. leadership. I picked leadership ethics and values where one of our main activities was to pose the
Heinz dilemma which raises a debate over the relative morality of stealing and having access to life
saving medicine. After reading the story, we had everyone stand up and debrief with four corners. This
activity ended up being the best part of our presentation as people brought really insightful
perspectives and arguments for their opinions on the various moral questions raised by the dilemma.
EVIDENCE #54

framing based on psychology and its use
. in group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the The four frames of organizations are: structural, human resource, political, and symbolic. These are
four frames of organizations, and the different approaches to leadership for a situation. Structural is the approach focused on the
. meaning of reframing by Bolman and Deal organization and the strategy, and implementation which works well when the situation is clear.
Human resource as the name implies focuses on the people and their needs and boosting morale. The
political approach deals with interest groups, negotiating conflicts, and works best when resources are
limited. The symbolic approach emphasizes vision, traditions, and making work meaningful, which is
especially useful when goals are unclear.
EVIDENCE #46
http://bigthink.com/articles/bolman-deal-frameworks
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
128 Student will describe personal examples of During my tenure as professional development chair for Theta Tau, I was responsible for organizing
organizing meetings / setting agendas / weekly committee meetings. With my committee I organized several events such as mock interviews
. leading meetings with individuals from different organizations such as NUWC as well as alumni. We also helped with
resume workshops and linkedin help. All of these events was made possible by having meetings with
several brothers who were interested in helping with professional development including brothers who
had experience or connections that proved useful for contacting organizations. By meeting early and
giving different members we were able to prepare several events. Each meeting we went over our
progress and planned out the calendar for the near future. The meetings were kept short because I
kept the meetings organized and focused on the immediate task we needed to get done.
EVIDENCE # 52
129 Student will show knowledge of Parliamentary procedure is often used in organization meetings such as chapter meetings of
Parliamentary Procedure fraternities usually from Robert’s Rules of Order. The main goals of parliamentary procedure are to
. give order to meetings and respect the rights of the majority, the minority, the individual, and even
absent members. The order of business for these meetings begins with reviewing the minutes of the
last meeting, followed by officer reports. Any special orders and unfinished business is then brought
up before new business which is last. Members are able to bring forward questions and ideas before
the group as motions which must be seconded by another member and then debated on and voted on.
This allows any member to contribute to the meeting and encourages participation and discussion.
EVIDENCE # 55
http://www.parlipro.org/
130 Student will show knowledge of techniques As a leader, it is not uncommon to encounter disengaged members of the group. Those who tend to
for working with difficult people feed off of drama, a lack of productivity, or even just apathy. These people tend to drain the life of any
. leader, so, the best advice I’ve received on how to deal with these people is: don’t. Don’t waste time on
someone who has already made up their mind to not be an effective or even moderately effective
member of the group. The job of the leader is to bring the group to its goal. How can this be done if all
of the leader’s energy is spent on the problem child? It can’t. However, that is not to say that being
disrespectful to difficult members is okay. Be an effective communicator and tell them what the
problem is. If the issue persists, then that’s the end of it. That’s not to say they’re a bad person, they’re
just a person. Very recently, I attended a leadership speech given by a Mr. T.J. Sullivan. During this
talk, he equated people to cups, and their motivation as water in the cup. Leaders often are brimming
with motivation, then there are effective members filled to the midway point, and lastly difficult
members with maybe a few drops. Mr. Sullivan’s advice to us was this: Don’t count the glasses on the
shelf. Start thinking about the water in the glasses. It can take a lot of energy to turn difficult members
into great members but if you can at get them to be decent members it will be much more effective and
possible. This can be started by setting a minimum expectation and holding them to it.
EVIDENCE # 51

using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages Tuckman’s stages of group development include: forming, storming, norming, and performing. The
of group development (Tuckman/Tuckman forming stage is where a group meets and decides on their goals and usually focuses on their own role
. & Jensen, Bennis or others) and the task at hand. During the storming stage, the group begins voicing opinions which can result in
conflict but is necessary to form a hierarchy and gain trust. After moving on from disagreements, the
norming stage develops where members share a common goal and have greater cooperation. The last
stage is performing where all the team members work at peak efficiency and can make decisions
without further guidance. This is the general path towards group development but some circumstances
can cause the group to resort back to earlier stages such as adding new members.
EVIDENCE #47
http://www.ottograjeda.com/2011/04/team-dynamics.html
https://en.wikipedia.org/wiki/Tuckman%27s_stages_of_group_development
133 Student will describe personal examples of As part of pledging the professional engineering fraternity Theta Tau, I worked with five other pledges
group development in use to complete the pledge process. We started out the process focusing on ourselves and studying for the
. (Tuckman/Tuckman & Jensen, Bennis or quizzes by ourselves. This was part of the forming stage where we did not reach out to each other
others). much. After a while we began to work together on a project and we voice our opinions and began to
clash somewhat. Luckily our personalities meshed well and we cooperated pretty easily so we got
through the storming phase easily. The norming stage was marked by our plans for a pledge project
and the beginning of our work towards that. Performing was shown through our teamwork in making
the pledge project and how we worked together and communicated very well. In an unrelated project
for by linear circuits theory I paired with two of my pledge mates so we jumped through the stages
quickly and were able to form a plan and begin working without issues.
EVIDENCE # 35
(A pledge picture probably or something from the blackbox project)
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective Being an effective member often entails good communication skills. Being supportive, responsive, and
memberships skills in groups understanding of all members are key skills of a good member. Additionally, knowing what roll you play
. in the group aids in keeping the team on task and not getting distracted from the goal. However, while
being supportive is ideal, it is also important to have the critical thinking skills to question if the path
chosen is the best one. It is not a good idea to sit around and complain if the group does not agree
with you. As long as the plan is good enough it is better to try to contribute to the progress than to
detract from the work of others because they disagree with you.
EVIDENCE # 58
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/bein
g-part-team/teamwork-skills-being-effective-group-member
137 Student will describe personal examples of When working in groups I tend to be a voice of reason or devil’s advocate by trying to predict the
membership skills in use problems or risks associated with certain plans of action. While doing this I have to be aware that we
. probably won’t create a perfect plan but I work well with people who can brainstorm ideas easily. It is
important to have clear communication and to validate the contributions of others which I need to be

conscious of when critiquing the plans of others. However, after the best course of action is decided by
the group, I am normally very aware of the roll I play in that group and commit to it accordingly.
EVIDENCE # 45
138 Student will show knowledge of the The main differences between challenge and support is whether you push someone to do something
Challenge and Support theory by Sanford, or aid them or even do the task for them. For instance, as the common adage goes, giving a man a
. and its relationship to organizations fish feeds him for a day, but teaching him to fish can feed him for a lifetime. Giving a fish is an instance
of support without challenge where there is no room to grow and the person is only helped temporarily.
Also ordering someone to fish without teaching them would be an example of challenging without
supporting and would also lead to no growth. Instead the best way to help someone grow is a balance
of teaching and challenging to foster autonomy and growth.
EVIDENCE #48
https://imjoeboe.wordpress.com/2011/04/28/challenge-support/
using the theory of Challenge and Support
. (Sanford)
When public speaking, Aristotle’s appeals ethos, pathos, and logos are important aspects of giving
construction / elements of informative and
. persuasive speeches
speeches. Ethos is the ethics and appealing to the audience by showing credibility and
persuasion. Pathos focuses on emotions and evoking a desired emotional response from the
audience. Logos is logic and persuading or appealing based on logic and rational argument.
EVIDENCE # 59
http://www.conversationagent.com/2017/01/persuasive-speech.html
141 Student will demonstrate proficiency in

Some required courses that Biomedical Engineering students take are BME 181 and BME 281 which
informative and persuasive public
. speaking
are seminars where the students research biomedical technologies and give presentations on
them. These presentations were some of my best informative speeches because I put in extra
time and effort and the topics were very interesting to me. One of the more difficult aspects of
those presentations was establishing credibility because we were presenting on complicated
medical technologies that we did not have much experience with. I used only research from
journal articles and reliable sources for my information. I think that these presentations went very
well and were very helpful because they aligned closely to the type of research and presentations I
might end up giving as an engineer. As far as persuasive speeches go I the best example of one is
the speech I gave when running for Regent of Theta Tau a professional engineering fraternity. In
this speech I was not really trying to persuade the fraternity to vote for me but rather to think about
the issues I brought up and hopefully consider addressing them.
EVIDENCE # 3 & 23
142 Student will show knowledge of planning Theta Tau interviews The main purpose of an interview is to get to know the person you are interviewing and if they are
and conducting interviews (as the qualified or would be a good fit for whatever job or organization they are interviewing for. When
. interviewer) planning an interview you have to set up questions that will lead the interviewee to show their values
and strengths that could be applicable. Some of the questions that I ask in interviews are: what does
success mean to you and what does failure mean to you? Both of these questions help to get the
interviewee talking about their values and their work ethic.
EVIDENCE #60
143 Student will describe personal examples of Theta Tau interviews One of the most important aspects of Theta Tau is its interviewing prospective members before they
planning and conducting interviews (as the are accepted into the fraternity. This comes in two forms: a professional interview in front of the
. interviewer) fraternity, and one on one interviews between each brother and pledge. As a brother of Theta Tau I
have conducted both types of interviews. In these interviews it is important to get to know the person
that I am interviewing and try to understand their motivations for joining our fraternity. As a
professional engineering fraternity, professionalism, service, and brotherhood are key aspects that we

look for in prospective members. We prepare a list of questions that are designed to get an
understanding of the values and maturity of the interviewee.
EVIDENCE #60
144 Student will show knowledge of preparing Theta Tau interviews, mock It is important in any interview to answer all questions honestly and to prove in the interview that you
for and effective answers in interviews (as interviews, can add to the organization you are joining. There are many places to look for example questions that
. the interviewee) might be asked in an interview. For a technical position it is important to study for any technical
questions that might be asked. For any interview you want to put your best foot forward show
confidence and practice beforehand. Another key aspect is to do research on the company or
organization beforehand. Being able to ask questions about the company that show understanding
and interest in the company or organization.
EVIDENCE #60
145 Student will describe personal examples of Thanks to my professional engineering organization, Theta Tau, I have been preparing for interviews
preparing for and being interviewed since sophomore year. In order to be given an invitation to pledge Theta Tau, all prospecting
. engineers must sign up for a mock interview had with the current brothers. Professional wear is
mandatory, and the attending brothers ask the interviewees questions. Ultimately this is done to help
other engineering students be comfortable with an interview setting. In the summer after my junior year
I worked with Dr. Besio doing research for CREmedical. In order to get this position, I had to be
interviewed which involved many expected questions about previous work and course experiences as
well as some technical questions that I was not quite ready for. I was asked to draw a diagram of an
instrumentation amplifier circuit, which was something briefly covered in one of my classes. I struggled
at first but I was able to convey what I knew and that I had some understanding of the circuit that was
involved.
EVIDENCE #60
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain Accountability is key to building trust between leaders and followers. If a leader is not responsible for
accountability in leadership / member the effects of their own leadership then they may not uphold the interest of their followers. Also, if
. relationships followers are not accountable then they might not put in any more effort than is necessary to benefit
from the organization. One way for a leader to make sure that followers are accountable is to work with
the organization to define the minimum standards of what is expected from a member of this
organization. This is meant to be a bare minimum level of involvement that anyone who cannot meet
would not be considered a member anymore. The rules should be clear and enforceable and will
probably work best if the followers have a say in the outlining of these requirements. Leaders need to
be open and honest with their followers. For organizations with an election system, leaders need to
prove their responsibility and trustworthiness to be reelected. Having meetings where followers are
allowed to discuss the events and possibly debate on the actions of the leader can open a line of
communication for criticism and review.
EVIDENCE #51

151 Student will describe personal examples As part of my internship with CREmedical I had to write a weekly report to outline what progress I had
related to maintaining accountability as a done. The progress reports helped to keep me accountable and reinforced self-reflection while giving
. leader my leaders information about what work I was doing. This was useful although I would have preferred
something more personal like when I would regularly meet with my advisors at Tunstall Americas and I
was able to openly discuss one on one. As professional development chair of Theta Tau I held regular
meetings with my committee to share what I was doing.
EVIDENCE #52
152 Student will describe ways to build Having barriers set up between followers and leaders can make forming relationships between leaders
relationships between leaders and and followers difficult. Members are the potential of the group. Depending on how well the group is
. members being led, more of the potential can be put to effective use. Building relationships with members of the
group requires a good level of understanding for each of the individuals. However, while being friendly
with people is never a bad thing, being a leader is often times a working relationship. Being a good
peer leader aside, if you are leading a group with a clear goal then the leader is responsible for
motivating the team towards that goal. Leaders should build relationships by building understanding.
This can be done by periodically checking in on team members to see if they are doing okay.
Moreover, hanging out with members during downtime is a good way to build a good working
friendship.
EVIDENCE #51
153 Student will describe personal examples of ELE 215 In linear circuit design lab, I worked with two other students to discover what circuit was inside a “black
building relationships with members as a box.” The purpose of this lab was to use several current and voltage measurement techniques and to
. leader reverse engineer what kind of circuit would have the same characteristics. I had a friendly relationship
with my two partners but I needed to establish a more professional relationship. One of my partners
was not carrying their weight and the deadline for the project was rapidly approaching. I had to sit
down with them and discuss what the issue was and explain that the project was not going to be
finished in time if they did not help with the report. In the meanwhile, I worked with my other partner to
make sure that the matlab code for our project worked and together we were able to solve most of the
issues. My second partner agreed to help with the report and took it much more seriously when I
stopped treating everyone like we were just friends and made us take the project more seriously.
EVIDENCE #35
154 Student will describe how credibility The idea of credibility is very closely linked to trust. Should an individual in a leadership position be
applies to leadership, as well as the known as a non-credible source, people typically would not be predisposed to go to that person due to
. characteristics and skills of a credible the fact that they cannot be trusted. Moreover, a credible leader is one who has not only learned about
leader being a leader but is willing to continue to learn. Honesty and openness are important to a credible
leader and help to build trust with followers. In order to be trusted, a credible leader should be open to
new ideas and be able to admit when they are wrong. Nothing bothers someone more than a leader
who does not listen to their followers and is too stubborn to change their mind in any situation.
EVIDENCE #51
155 Student will describe personal examples of When I first pledged Theta Tau, I was perceived as someone who is both quiet and withdrawn. After I
building, maintaining, and repairing his/her was initiated, people within the fraternity still had a similar interpretation of my personality. At first, it
. own credibility as a leader was a real challenge to try and prove to everyone that there is more to me then first impressions.
Therefore, I took up a committee position as Professional Development chair. I wanted to show my
brothers that I was not only professional, but an honest, hardworking, open leader. That semester I
co-chaired with another brother, and together we helped plan mock interviews and other events to
further our fraternity for the better. I made sure that I communicated effectively with the chapter as a
whole and with my committee. I worked with anyone who had ideas and worked with them to
incorporate them. That is how the mock interview event started, one of my brothers came to the
committee with the idea to hold mock interviews. By working with others and holding a leadership
position openly and responsibly I was able to build credibility. As for restoring credibility actions speak
louder than words and when people saw everything that I was willing to do for the fraternity they began
to believe in me as a leader.
EVIDENCE #52
156 Student will describe ethical standards in ELE 400 Ethical leadership is extremely important for anyone who has authority to consider. As I look towards
influence a career in engineering, ethics is a concern because of the safety and risks associated with anything
. that I design. There are many examples of ethical neglect on the part of large corporations such as
the Ford Pinto incident where a chance of the engine catching fire due to the design but nothing was
done about it. The company calculated the cost to install an $11 plastic shield to reduce the risk but
decided against it after determining that paying settlements for injuries and death would cost less
money. In this instance, Ford was thinking only on a malpractice level trying to avoid breaking any
laws that regulate the design of their cars. They were treating their customers as a means to and end
which goes against Kantian ethics. I agree with this ethical theory that each person should be treated
as an end in and of themselves and people should aim to do good. Also to be considered are
Utilitarian ethics which is what brings about the most happiness or good for the greatest number of
people. While I agree with Kantian ethics that intentions matter, I also see that the outcomes of one's
actions are important to consider. Whether in leading or engineering, ethics are vital and should never
be ignored for personal benefit.
EVIDENCE #49
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective As a mentor, I try to push my mentee towards their goals and help them improve without being too
mentoring, as well as problems particular controlling. I want to be there for my mentee, and give them guidance when I think they need it. I found
. to the mentoring relationship it was a struggle to not get over involved in what my mentee was trying to do. I think it is important to
be there for a mentee but not to overpower them with personal values and insights. Overall, I want to
help people find themselves through encouragement and inspiration.
EVIDENCE #29
159 Student will describe personal examples of As a brother of Theta Tau, I was given a big during the pledging process. Zach Brown as my big
mentoring and being mentored helped me to get to get through the process, and continues to be a mentor for me now. He was able
. to help me to grow socially and professionally. In the beginning of the pledge process I struggled to
open up to others but Zach helped me become more open. In my first semester as a brother I became
a big for Alec Stanley. He was similar to me in that he had difficulty opening up to others. I often tried
to push him to break out of his shell and eventually he opened up to everyone on his own. In the end,
all Alec needed was a mentor who he could befriend and trust.
EVIDENCE #6
160 Student will describe principles of effective To me, being a good peer leader is someone who is a model member of their friend community. Being
peer leadership, as well as problems a leader isn’t just being a dominant personality, but rather someone that people look up to. Over the
. particular to peer leadership course of my college career, I have tried my best to be a rational, credible, leader in my friend group.
I’d like to think that I have established myself as someone people can go to for opinions. A problem
that is often faced with being a peer leader is knowing when and how to give someone the hard truth. It
can be incredibly difficult to talk to a friend when they’ve made a damaging mistake. Therefore, I think
that an effective peer leader needs to be someone that people are comfortable with. Moreover, they
need the skills to be able to confront someone in a non-aggressive, understanding way. At the same
time, an effective peer leader should also be steadfast with their verdict, and not be swayed by any
excuses that may be made in favor of the guilty member. Granted, open mindedness is a virtue, so
being able to tell the truth and gather all the facts of the situation beforehand is always a must.
Essentially, a peer leader should not only be a good friend, but a good role model who is able to deal
with conflicts between people they are close with.
EVIDENCE #51
161 Student will describe personal examples In my community of friends, I am known to not only be aware of many different intellectual pursuits, but
related to being a peer leader and being also to have very thought out opinions on those matters. Often times friends come to me for course
. led by peers help. Additionally, I try my best to keep abreast on the current political status on certain issues. I like to
think that my friends know that I take time to formulate my thoughts on controversial matters, and that
they can come to me when seeking outside opinions. In terms of being lead by peer leaders, my first
thought is that of my Professional Engineering Fraternity Regent. The Regent of Theta Tau is the face
of our organization while also being one of the brothers themselves. It is a challenging position, but
one that everyone has respect for. Of course, while I believe in the choices of my friends, it is
important to be aware of the fact that we are all human and that it is vital to take the time to think for
yourself and not be blindly lead by your friends. After my first semester as a brother I was nominated
for Regent and I ran if nothing else than to put forward my opinions and create a platform for the ideals
that I wanted to see in my fraternity.
EVIDENCE #52

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LEADERSHIP

Name: Austin Ramos

Leadership Inventory Revised 08/22/2017 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

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

Leadership Inventory Revised 08/22/2017 5

Outcome Category: Self-Leadership

7. Student will demonstrate practice of the

8. Student will express a personal values

9. Student will demonstrate practice of the

10 Student will demonstrate the ability to

11 Student will describe goals and objective

12 Student will show evidence of goals and

13 Student will show knowledge of the

14 Student will show application of Maslow’s

15 Student will show knowledge of the

16 Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 10

22 Student will describe personal application

24 Student will describe personal application

26 Student will describe personal application

Leadership Inventory Revised 08/22/2017 11

28 Student will describe personal application

29 Student will show knowledge of the

30 Student will describe personal application

Leadership Inventory Revised 08/22/2017 12

32 Student will describe personal application

34 Student will describe personal application

36 Student will describe personal application

Leadership Inventory Revised 08/22/2017 13

38 Student will describe personal application

40 Student will describe personal application

41 Student will show knowledge of the

42 Student will describe personal application

Leadership Inventory Revised 08/22/2017 14

44 Students will describe personal examples HDF290

45 Student will demonstrate knowledge of

46 Student will describe personal application

48 Student will describe personal application

50 Students will describe personal

55 Student will demonstrate knowledge of

56 Student will describe personal application

Leadership Inventory Revised 08/22/2017 19

Harro, B. (2013). The cycle of socialization. In M. Adams, W. J.

Leadership Inventory Revised 08/22/2017 20

79 Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 22

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 24

123 Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 28

141 Student will demonstrate proficiency in

Leadership Inventory Revised 08/22/2017 29

ADVISING INFORMATION (students will include own documentation)