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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
Minor in Leadership Studies
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Contents
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
· Center for Student Leadership Development Information
· Minor Information
· Developmental Model
OUTCOMES
· Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
· Targeted Classes
· Experiences
· Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120
3 credits or hours of documented internship experience for graded credit
Experience through Office of Experiential Learning &
Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
or Offered in the fall and spring with Dr. Cooper
BUS 441: Leadership Skills Development
or
Must be in Honors or have GPA of 3.3
HPR 411/412: Honors Senior Seminar
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credit *Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should
be an elective
AAF 300: Civil Rights Movement in the COM 402: Leadership and Motivation HDF 416: Leadership in Organizations
US (capstone option) HDF 417: Leadership Minor Internship
BUS 341: Organizational Behavior COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 342: Human Resource COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
Management COM 421: Advanced Interpersonal HPR 118: Honors Course in Speech
BUS 441: Leadership & Motivation Communication Communications
(capstone option) COM 422: Communication and HPR 203: The Prepared Mind
BUS 443: Organizational Design & Conflict HPR 412: Honors Seminar (capstone
Change COM 441: Race, Politics and the option)
BUS 448: International Dimensions of Media MSL 101: Introduction to Military
Business COM 450: Organizational Leadership
BUS 449: Entrepreneurship Communication MSL 201: Leadership & Military
COM 100: Communication COM 461/462: Managing Cultural History
Fundamentals Differences in Organizations MSL 201: Military Skills and History
COM 202: Public Speaking CSV 302: URI Community Service of Warfare
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s MSL 202: Leadership & Team
COM 210: Persuasion: The Rhetoric of Studies Building
Influence GWS 310: Race, Class, Sexuality in MSL 301: Leadership & Management
COM 221: Interpersonal Women’s Lives PEX 375: Women in Sport ‐
Communication GWS 350: International Women’s Contemporary Perspectives
COM 250: Small Group Issues PHL 212: Ethics
Communication HDF 190: First‐Year Leaders PSC 304: Introduction to Public
COM 302: Advanced Public Speaking Inspired to Excellence (FLITE) Administration
COM 308: Advanced Argumentation (introductory course option) PSC 369: Legislative Process and
COM 322: Gender & Communication HDF 290: Modern Leadership Issues Public Policy
COM 351: Oral Comm. in Business & (introductory course option) PSC 504: Ethics in Public
the Professions HDF 291: Rose Butler Browne Administration
COM 361: Intercultural Communication Program Peer Mentoring Program SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 412: Historical, Multi‐Ethnic, & THE 221: Stage Management
COM 385: Communication and Social Alternative Leadership (capstone THE 341: Theater Management
Influence option)
HDF 413: Student Organization
Leadership Consulting
HDF 414: Leadership for Activism
and Social Change
HDF 415: FLITE Peer Leadership
Becoming a Positive Leader through Development & Involvement
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
Outcomes
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think
of things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that
outcome. Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive
notes” column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include
evidence that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that
someone has determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of
your evidence to include in your Portfolio.
1. Student will Work I remember as a wee lad, I would always ask my parents for approval on what I’m doing. I would always ask them
demonstrate whether I was doing my homework right or not, or if I could go ride my bike. Nowadays, I still tell them what I’m
autonomy and a doing, not because they ask, but because I know my mom likes knowing what I’m doing so she doesn’t need to be
minimized need for worried about me. I also try not to seek approval from others but I catch myself doing it occasionally. Usually I can
approval feel myself doing it when I’m constantly asking them for help or advice or i feel like I’m almost smothering them.
When that happens I try to take a step back and reevaluate what I’m doing and how I do it, and how to change it for
better in the future. I’ve also seen myself get more autonomous at my job, such as whenever my boss would need a
wrench or some screws, I’m able to fetch them with no problem. Also whenever I’m working with someone on
changing a fitting for a pipe at work, I try to anticipate what tool they’ll need next and hand it to them before they
ask for it. I also repainted a whole room at work and hung up storage racks on the wall for piping with little to no
supervision from my boss or any of the other workers.
2. Student will SOLC During college, you’re basically on your own. No one is watching over you telling you to what to do or when to do
demonstrate personal, Sailing it. You have to keep track of your own work and important dates, so that’s why I bought a planner and also use my
organizational, and calendar. With my planner, I would write down when assignments are due that aren’t the normal weekly homework
academic examples of assignments.I would write down project dates or extra credit assignments are due. I also use the calendar app on my
self-discipline phone to keep track of when I have facilitations for SOLC or regattas for sailing. I also use it to keep track of when i
have exams or friends birthdays.
3. Student will HDF190 SOLC In HDF190 and SOLC, there are moments in both that evoke emotion. In HDF190, we did an activity called
demonstrate the ‘Community Building” and “Spaghetti Structures.” In Community Building, I had to manage emotions because of
ability to manage both the situation I was in with being the smallest group, and also during the debrief. In the activity if we got too
emotions vocal or emotional, the “police” would throw us into jail or take resources away from us. I also had to manage my
emotions when debriefing, because when another group was trying to talk about us without being in our group and
experiencing it, it made me a little annoyed, but I knew they were just trying to contribute to the discussion. In
SOLC, if we have a more troublesome group in that they aren’t very interactive or not into the activities at all, you
have to manage your emotion and keep a positive attitude.
4. Student will Sailing College can be stressful, both with classes and with your clubs. One way that I manage my stress is working out. If
demonstrate I ever feel really stressed, I’ll go to the gym and workout for a bit. Usually after doing that, I’ll feel more calm and
knowledge of stress collected and felt like i had a good enough break to keep working. Another thing i’ll do is listen to music or talk to
management methods my friend, family, and teammates. During sailing, if the conditions are very rough, I get stressed out about falling in
and freezing. During times like that, I find it best to talk to the skipper about what they want me to do and for them to
give me heads up so i can anticipate the next moves. If i get stressed about classes, usually calling my family or one
of my friends usually helps relieve a lot of the stress that I had built up.
5. Student will Sailing Whenever classes have exams coming up, I get more stressed out the closer it gets. Usually when I’m studying I’ll
demonstrate the MTH142 take breaks to destress and decompress before I start going back into it. For example, I was stressing a lot for an
ability to manage PHY274 upcoming Calculus II exam that everyone said was the hardest Calculus exam you’ll take in college. During the time
stress leading up to the exam, I would review in my room or a study room and study until I felt myself get distracted. When
I felt that, I would then choose to either do some minor working out or listen to a song or two and decompress. After
I was done with that I would recollect myself and get back to studying.Another example of that was the last Physics
II exam I took, which was about a lot of material that we only had a short time to cover.I was stressing a lot for that,
but by using my distressing techniques, I was able to study properly for it. One way I deal with stress is
communicating, which is very important in sailing. During heavy wind days I would try to talk to the skipper as
much as possible and try to get as much information to them and out of them as I could. Everyone on the sailing team
is good about me not being very knowledgeable, and are instead very helpful and supportive, which always helps my
confidence and reduces the stress I feel during intense sailing conditions.
7. Student will
demonstrate practice
of the personal code
of ethics
9. Student will
demonstrate practice
of the personal values
statement
10. Student will
demonstrate the
ability to lead a
project from start to
finish (follow-
through)
18. Student will describe HDF190 SOLC In the Leadership Institute, we took a survey on our leadership style, and mine was Enabling Others to Act. I use this
personal leadership type of leadership style to help me convey the rules and instructions to the activities I do in SOLC. In HDF190, I try
style and/or to engage everyone in the group and try to have all their thoughts and opinions heard. I also try to ask questions to try
personality style to get a mutual agreement out of the group or to get them talking about the topic at hand rather than side
including strengths conversations. When I facilitate, I can feel My strengths firing off, such as Harmony to get the group to work better
and weaknesses and together, or Developer during debriefs so I can try to help them improve themselves. When I was facilitating an
examples of initiative for SOLC, I found myself bouncing off my other facilitators trying to get a good direction to go for the
application (Sources activity. I also lead the debrief for the activity but i found myself getting lost in the conversation and not being able
= Leadership style to come up with any good questions to use for the debrief. Thankfully I already talk to my team incase it happened,
inventories, the L.P.I., so I was able to get the other facilitators to cover and try to help me recover.
Type Focus (MBTI),
LAMP, DISC, and
other career
inventories, etc.)
27. Student will show HDF190 SOLC In HDF190, we learned about the Servant Leadership model. To be a Servant Leader is to act on a natural feeling, to
knowledge of the advocate and empower, and to grow as a person. The idea of Servant Leadership started around 600 B.C. and has
“Servant Leadership” continued till now. The idea of Servant Leadership really came about in the 1970’s, when Robert Greenleaf, where
theory of leadership he modernized it. After working for AT&T for 38 years, consulted for 25, then founded the Center for Applied
by Greenleaf Ethics. Some of the key points of Servant Leadership is that it’s an affair of the heart, not the head, and mutually
beneficial. It’s also made up of 10 characteristics; Listening, Empathy, Healing, Awareness, Persuasion,
Conceptualization, Foresight, Stewardship, Commitment to the Growth of People, and Building Community. In
SOLC, it’s a lot about developing others, both in the group and the individuals we’re facilitating. SOLC is also very
big on building community, because to me, SOLC is like one big family.
28. Student will describe HDF190 MOP In HDF190, A representative of D.R.I.V.E., Dani, came to my FLITE class to talk about the MOP (Multicultural
personal application Overnight Program). The whole point of the MOP was to volunteer our time to try to help diversify campus by
of the above theory getting more students that identify as multicultural to come to the University of Rhode Island as a first year student.
(Greenleaf) We spent the whole day with the students, taking them to mock classes and doing activities like scavenger hunts
with them. This program relates back to the Servant Leadership theory because the whole day is spent with the
volunteers “Building Community” and “Committing to the Growth” of the prospective students. All of the
volunteers tried their hardest to make sure all the prospective students were having fun and being involved in the
activities that were taking place.
37. Students will HDF 190 In HDF190, we learned about the “Four V’s” as a part of the Leadership Crest. The four V’s are Values, Vision,
demonstrate Voice, and Virtue. We use this when talking about ethical issues and how our strengths can help us fix these issues.
knowledge of the “4 Value is the core of our identities, Vision is the ability to frame our actions, Voice clears our vision to others in an
V’s” theory of authentic way, and Virtue is striving to do what’s right. These 4 V’s are connected by three other ideas, Polis,
leadership by Grace Renewal, and Service. Polis means to give our voice a vision, Renewal means to consider if our actions and voice
(Center for Ethical are congruent with our values/vision, and Service connects Vision and Values, and is revealed when our values are
Leadership) tested and tried.
http://www.ethicalleadership.org/concepts-and-philosophies.html
38. Student will describe HDF190 In HDF190, in order to teach the FLITE students more about Ethical Leadership,we did an activity where each
personal application person was another identity and trying to get off the planet before it “blows up.” We were allowed to read as much
of the above theory or as little as we want from each identity. Most of us read everything off our identity and were completely truthful
(Grace) so we could make a good decision on who to save and who to let die (as morbid as that sounds). However at the end,
they had everyone reveal who they were and read off their card, and it turned out that a person from our group lied
about their identity to save themselves. That made the rest of our group upset at the one person, but made me realize
that not everyone is going to be truthful all the time.
41. Student will show HDF190 In HDF190, we learned about “The Relational Model.” Relational Leadership is a relational process of people
knowledge of the attempting to accomplish change or make a difference together to benefit the common good. The model values
“Relational ethical and inclusive practices, and also “Knowing, Being, and Doing.”Knowing refers to knowing yourself and how
Leadership” model by other people view things different than you, Being means you must be ethical, caring, and inclusive, and Doing
Komives, McMahon refers to being socially responsible and congruent. Relational leadership also focuses on five primary components;
& Lucas “Inclusive, Empowering, Purposeful, Ethical, and Process-oriented.” Purposeful means to be committed to a goal or
activity, Inclusive means understanding and valuing diversity in views, Empowering means to claim your own ideas
and to share it with others, Ethical means to lead morally with values and standards in mind, and Process-Oriented
means to be intentional with how your group operates.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
42. Student will describe HDF190 SOLC In HDF190, we did an activity that had four elements; the Senior Member (who has been in the group the longest
personal application and is the most respected, but isn’t open for change), the Newbie (who brings new ideas but the other members
of the above theory ignore their ideas), the Antagonist (who has been around for a while and wants to stir up trouble), and finally the
(Komives et al) Star (who is liked by everyone and doesn’t think the same as everyone else, and also tends to get ignored as well).
My group discussed how we wanted to spend an afternoon together and how we would decide where to go and
when. We discussed what we wanted to do in our roles and eventually came to a compromise on what we wanted to
do as a group, taking into account everyone’s ideas and opinions. I’ve also seen this theory at work in SOLC when
we have planning meetings for retreats. The lead for that retreat will discuss the groups wants and needs, and will
take the facilitators strengths and experience into account when planning for the upcoming retreat.
48. Student will describe HDF190 Special Olympics In our small groups in HDF190, we were discussing what we should do to for our social change assignment. As we
personal application Polar Plunge were discussing, I started to bring it back to the model and ask, “is this this actual social change? Or is this
of the above theory something we just think is easy?” Going through the process of raising money and getting everyone in the group to
(Astin et al) do research and participate was a lot of work, but also very fun. We were able to collaborate on our idea and work
towards a common purpose of raising awareness for the Special Olympics of Rhode Island. When we started
looking for ideas, we had to continuously think about the Social Change Model. Once we decided on our idea, we
reached out and were telling friends and family about it to try to hopefully pass it onto their friends and family,
starting a spiderweb of awareness to go eventually go back to the Special Olympics. Then when it came time, We
had members of our group participate in the Polar Plunge and help raise more awareness and inspire more people to
get involved.
82 Student will
demonstrate personal
application of
additional social
identity development
model(s) above
86 Student will
demonstrate
knowledge of relevant
laws and policies
related to issues of
equity and its
relationship to
leadership (i.e., Title
IX, Affirmative
Action, Protected
Classes, etc.)
89 Student will
demonstrate
knowledge of the
“Model of
Intercultural
Sensitivity” by
Bennett and its uses in
leadership
92 Student will
demonstrate personal
application of the
Action Continuum by
Griffin & Harro
98. Student will show HDF190 In HDF190, I’ve learned a lot about what a leader is and isn’t. I learned that a leader is someone who leads from
knowledge of within the group, not from the front. That leaders aren’t always the strongest people or the smartest, but usually the
principles of critical most reasonable for the task. Leaders shouldn’t shoulder all the weight of a task upon themselves, but help spread it
thinking and fallacies equally amongst the group so everyone has something to do and no one is overwhelmed. A good leader is usually
(logic is used in this the face of the group, but isn’t always seen, they work from behind the scenes to make sure that everything runs
minor) smoothly. They also try to involve everyone in the group and try to keep morale high.
109. Student will HDF190 .In HDF190, we learned about what active listening is. We learned it’s asking questions and trying to
demonstrate make it shown that were paying attention, either by our actions or other little confirmation words. You
knowledge of also have to listen too listen, rather than to listen to respond. What I mean by that is instead of listening
active listening to a conversation and thinking of only how respond, listen to the conversation and internalize what
techniques they’re saying before you ask questions or make comments to further the conversation. An example of a
good question is to ask a question basically summarizing what they said to show you're listening. It’s
also important to keep an open body language, no crossed arms or slumped shoulders, rather sitting up
straight and having arms at your side and not fiddling with your hands.
110. Student will HDF190 SOLC In HDF190, we learned about active listening, which I have to use when facilitating in SOLC. In
describe HDF190, if the group is sharing ideas or speaking in front of the class, I try to make eye contact and nod
examples of my head to show I’m paying attention. If I’m taking part of a debrief for an activity, I need to show that
using active i’m actively listening to what the person is saying do they don’t get discouraged and not want to talk or
listening skills participate anymore. The participants reflect the facilitators energy, meaning if the facilitator isn’t
paying attention to the group, they won’t want to pay attention to the rest of the retreat.It also helps to
practice active listening all the time, such as in class. If the teacher sees you paying attention and asking
questions, you’ll usually get more out of the class.
111. Student will
demonstrate
knowledge of
functions of
group
communicatio
n by Hirokawa
119. Student will HDF190 SOLC In SOLC and NWCC, I’m surrounded by so many leaders who all have their strengths and weaknesses
demonstrate NWCC as leaders. Some Facilitation techniques that I picked up during my time there this year include silencing
knowledge of leaders in a group without singling them out, be adaptable during retreats, using inclusive language at
facilitation all times, and trying to keep everyone in the group engaged. If there’s one person in the group who’s
techniques obviously telling people how to do the activity, you should find a way to silence them without singling
them out in front of the group, that helps other people speak up and add their opinions and insight.You
should also try to include active listening techniques during activities to keep people involved during the
retreats. There’s also responding to a question that’ll give away the trick to the activity with “Do you
want me to repeat the rules?”
120. Student will
demonstrate
proficiency of
facilitation
techniques
121. Student will HDF190 SOLC In SOLC and NWCC, I’ve been around lots of great debriefers. Some techniques I picked up are “Rose
demonstrate NWCC Stem Thorn,” “Airplane,” Active Listening, asking feeling questions, and asking more why and how
knowledge of questions. So with “Rose Stem Thorn” and “Airplane,” you use those to figure out how the group felt
de-briefing and also to help ease your way into the Kolb's theory. Rose means “what went well?”, Stem means
techniques “what could’ve gone better?”, and Thorn means “what didn’t go well?”. With Airplane, there are three
parts Pilot, Passenger, and Cargo. Pilot are the leaders, Passengers are the followers but still had some
individuality, and Cargo are the people who were moved around without any say to it. These techniques
help factor into the rest of the debrief, where you should be asking feeling questions (How did this make
you feel? Why did this happen? I heard someone say this, why did they say that?). This all factors into
you making sure you’re practicing active listening techniques, so the group feels more inclined to stay
active.