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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:Katie Carron
Date Enrolled: Spring 2018
Date of Graduation:Spring 2023
*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.
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
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 Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
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
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 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 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
You need to have your own act together before you can lead others:
SEE EVIDENCE #5
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
SEE EVIDENCE #8
9. Student will demonstrate practice of the Roommates In the first semester of my freshman year, I had two roommates. I was very excited and open to
personal values statement meeting and developing a relationship with both of my roommate. Although it didn’t work out between
the three of us, I still believe that my roommate who moved out still had valuable attributes that made
her a good roommate and friend. Right of the bat, I had more in common with one roommate over the
other but when given time and a fair chance to get to know her, we found that we did have many things
in common. She was also dedicated to her studies and although we weren’t the same major she was
helpful in that she encouraged me to study a lot because we could go to study together. We also had
Leadership Inventory Revised 08/22/2017 8
similar interests in joining the URI Outing Club and learning how to surf. My values of gratitude,
appreciation of beauty and excellence, and perspective allowed me to see the good that came from
the experience and focus on the big picture rather than the small bad things.
SEE EVIDENCE #9
10. Student will demonstrate the ability to
lead a project from start to finish
(follow-through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and BIO121 In BIO121, I set a goal for myself and set a plan to achieve it. Going into this semester I knew that
objectives that were planned and BIO121 would be one of my most difficult classes of the semester. It was also the first science/math
achieved class that I need for my pharmacy program so I felt a lot of pressure to do well. I set a goal going into
the semester that I would study daily for the weekly lab quizzes and not leave studying for the test until
the night before. I set time aside each week before tests to begin studying so that I would feel
prepared on the day of. During labs, we took pictures of all of the models to use as a study tool later
on. I also made quizlets for all the terms that we needed to know for our lab quizzes each week. When
I got really busy and wanted to cut studying for this class out of my schedule for the day, I would make
plans with my friends in the class to sit down and study together. This tactic helped me achieve my
goal because I had a responsibility to more than just myself to find the time to study. I got a 96 on the
first and second tests, an 88 on the third test, and a 92 on the first lab practical. I’ve also devoted time
to the online homeworks, doing them well and on time. I feel that I have done my best in taking on this
class and am confident that my final grade will be one that I am proud of.
17. Student will describe StrengthsQuest HDF190 Academics, greek life, In HDF190, we looked at our strengths and values but there are weakness to every strength. My
Signature Themes, shadow side of strengths whose shadow sides I can relate to the most is restorative, responsibility, and learner. The
Strengths and/or weaknesses, and shadow side of restorative is focusing on weakness and being critical. I find myself being critical of
examples of application (Source = Gallup) myself when it comes to grades. I will criticize myself if I know I didn’t do something to the best of my
ability or the way that I should've. I also tend to focus on weaknesses rather than strengths. When we
first learned about our strengths, the only thing I could focus on was what weren’t my strengths. I was
concerned with the fact that “achiever” or “woo” wasn’t one of my strengths, rather than focusing on
Leadership Inventory Revised 08/22/2017 9
my strengths. I also find myself being more quickly to agree with the shadow sides of my strengths
than with my actual strengths, because the negative tends to stand out. Responsibility is another one
of my strengths whose shadow side I can see holding true. The shadow side of responsibility is being
obsessive, can’t say “no”, and takes on too much. When there are events that my sorority needs to
send girls to, I always sign up to go even if I might already be stressed out and taking on a lot at the
moment. I have difficulty saying “no” when people ask me to do things for them or for a group project
because I can feel the trust they have or want to put on me and feel the responsibility to say yes. This
can create an issue for myself because I will overload myself with events and projects, on top of all the
work I have to do for my classes, and become over stressed Next, learner is one of my strengths and
the shadow side to learner is being a know it all, lacks focus on results. learns a lot-produces little. I
find this to be true for myself because although I like to learn, I have difficulty synthesizing information
into papers. I also like to be correct and I think that is attributed to my learner strength and desire to
know it all and this tendency bothers some people in group settings.
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28. Student will describe personal application Future career(pharmacist) The servant leadership model is one that I find to be very easily understood and therefore easy to
of the above theory (Greenleaf) develop and grow as a servant-leader. I find that I will be able to use servant-leadership in my future
career as a pharmacist. Being a pharmacist means that I will be apart of healthcare system and
therefore be able to enhance the care of patients in even the smallest ways. The three characteristics
that I find I will be able to apply most to being a pharmacist are empathy, listening, and healing. As a
pharmacist, I will listen to my patients concerns and needs in order to serve them as best I can,
Leadership Inventory Revised 08/22/2017 12
providing them with the best care. I will also be understanding of any issues or concerns they have.
Many patients at the pharmacy are sick, annoyed, tired, and ready to go home. It will be important for
me to be kind and understanding of what they are going through. I will be apart of the healthcare
system and so healing can be incorporated into my daily life. Being a good human to all patients will
allow me brighten their day and hopefully lift their spirits. As a pharmacist, I can be a servant to my
patients and help them heal and grow by listening empathically to their issues and serving them.
Komives, S. R., Lucas, N.,&McMahon, T. R. (2013). Exploring leadership: For college students who
want to make a difference. San Francisco: Jossey-Bass.rald79/relational-leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
109. Student will demonstrate knowledge of HDF190 Leadership Retreat In HDF190, we had a leadership retreat in which we learned about active listening. The 5 pillars of
active listening techniques active listening are Encouraging, Restating Basic Ideas, Reflecting Feelings, Clarifying, and
Summarizing. The goal of encouraging is to make sure your speaker feels encouraged and that you
are showing interest. Encouraging will ensure that your speaker doesn’t stop speaking because they
think you don’t care or aren’t listening. One can say “I see…”, “That’s interesting”, “uh-huh” to maintain
encouragement. These words shouldn’t include any of your own opinions but should still said in a
positive manner. Restating Basic Ideas is meant to show your understanding. Messages can
sometimes be confusing and so it when the listening can retell details and basic ideas the speaker can
tell whether or not they are understanding what the speaker is saying. Phrases like “If I understand
your idea is…” and “In other words, you think…” show your understanding of the basic ideas and focus
Leadership Inventory Revised 08/22/2017 22
on the facts.Restating Basic Ideas helps the listener to make sure that there was no
miscommunication and allows for another explanation if there was one. Reflecting Feelings is similar to
Restating Basic Ideas but it focuses on the speaker’s feeling. Reflecting Feelings should show the
speaker that the listener is understanding how he/she is feeling. Phrases like “you feel that…” and “you
were annoyed by…” show not only that you understand the facts that the speaker is telling you but
also how they are feeling. Clarifying allows the listener to get additional facts and allow the speaker to
further develop what they are saying. Clarifying should be done by asking specific questions like “Can
you clarify that?” or “So in other words, what you’re saying is…”. Summarizing will review information
and ideas, and draw together ideas and facts, and allow for future discussions.Statements like “These
seem to be the main ideas you have expressed…” are what a listener can say to summarize the
speaker’s ideas. Overall, an active listen stays engaged with their speaker while refraining from giving
their own opinion and collecting and understanding all the details of what the speaker is
communicating.
SEE EVIDENCE#109
110. Student will describe examples of using HDF190 friends/family I use my active listening skills often because many of my friends and family come to me with their
active listening skills problems or concerns. I am a very rational person and when there are issues between people, I like to
get all of the information and understand everything before making any decisions or saying anything.
Also, I am a pretty talkative person if I am comfortable with someone but if I feel that I am not being
actively listened to or that the listener doesn’t care, I am easily discouraged and will stop talking so I
don’t want that to happen to others when they are talking. One example in which I used my active
listening skills is when my friend from home was having some issues with friends. She was having
issues with her roommate but there had been a lot of miscommunications among her and her friends
that added to the issue that made it very complicated to know what was going on. I nod and ask
questions to clarify ideas and facts until I feel that I understand everything so that I can form my own
opinions and ideas to make any decisions. Especially when the story got confusing or I was unsure of
what was going on, I made sure sure to ask for clarification or would restate the situation to make sure
that I fully understood what was going on. My sister and mom also often tell me about their issues
because I am not fast to jump to conclusions and listen to their issues. Sometimes people just want to
talk about their issues because it helps them process and cope with it. While in college, my mom and
sister have told me about small disputes that they have occured between them. I keep any of my
opinions out of the conversation, since I am related to both of them, and collect all of the information
that I can. It is difficult to identify just one time in which I used active listening skills because many of
them occur naturally and many of very say gestures that show interest and/or respect.