Sebastian Pizzuto Inventory

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

Date Enrolled: Spring 2019
Date of Graduation: 2022
*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 Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required 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
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 PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS
interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking religious, class, ability, etc. diversity and
 Teaching and Programming commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination

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
minimized need for approval
2. Student will demonstrate personal, As a student at URI, I need to have a lot of self-discipline to make sure I get all of my academic work
organizational, and academic examples of done. With all there is to do around this campus, you need to have good time management and
self-discipline discipline. I organize my work in my google calendar and a physical calendar. Both have my class
schedule and homework in it to make sure that I see it in some place once I start to work.
Academically, I set aside time to study and do homework. If I don’t get all of my work done within that
time, I will continue to work until it is done. I put my academics before my personal life because I feel
the need to succeed in my classes and will work until I get it done. (see evidence 2)
3. Student will demonstrate the ability to URI 101 In URI 101, I was taught multiple ways to manage my emotions and things on campus that can help
manage emotions when I have trouble managing my emotions. Here at URI, there are multiple ways to help students
manage their emotions when they are dealing with their course work and living away from home for the
first time. On campus, the resources they have things like the Health Center in Potter hall and the
counseling center in Roosevelt Hall. We talked about how when we are dealing with new things and
different types of stress during our freshman year, we should go to these places to find help. Everyone
needs help sometime and URI offers places where students can get it.
4. Student will demonstrate knowledge of URI 101 In URI 101, the class mentioned many ways to manage the stress of college life here on the URI campus. In the
class, we talked about how when you get stressed on campus, you can find many things to do to relieve stress, like
stress management methods
going to the makers space or taking a walk around the quad. The makers space in the library is a very good way to
relieve stress because you can play around in Virtual Reality and learn about 3D printing. It is a fun place to go and
relax from the work load of college classes. Another good way to destress is by taking a walk around campus. There
are a lot of nice places that are right on campus that can be very peaceful. I really like the gardens on campus.
There are a lot of cool plants and it is a nice place to relax and sit for a while. I find that in order to manage stress,
you need to put yourself in a calm place where you can forget about anything that may be stressing you out at the
moment. When I talk a walk and forget about the stress I have, I usually come back with a new look at the problems
I am having. There are. Many different ways to manage stress and everyone can find their own stress relievers.
(see evidence 4)
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of Throughout my life, I have found what my personal code of leadership ethics. My code of leadership ethics is to
delegate when needed and let the group make the decision, don’t shut any ideas down. I find that I try to do all the
leadership / membership ethics
work when I am the leader in a group. I have tried to apply to my code to give the group tasks and help them. I may
not be able to do every task, but I can help the people work on those different tasks. I want each member to have
something that they can work on and have them make their own contributions. I also believe that if a decision needs
to be made, the group as a whole need to decide. I have found that a group makes the best decisions when they
work together to make a decision.
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 In HDF 190, we discovered our Value Strengths when it comes to Leadership and what my top 5 strengths mean to
me. My top 5 are Honesty, Perseverance, Fairness, Leadership, and Teamwork. These values helped me create a
statement (Sources = VIA, values
clarification exercises, etc.) personal value statement. When looking at the VIA clarification sheet, I saw that most of my values fell under
courage and justice. These two things are very important to me as a leader because they help me every day. As a
leader, I want to help everyone achieve their goals and work as a team to help the world. That is my personal value
statement. I hope that if people have the courage to help others and work together towards that goal, we can all
make the world a better place. But my value statement has been something that I grew up with, I just never put it
into words. My family supported my values and helped me use them to grow as a person. They are my foundation
for my values. They also helped me find my values along the way. I want people to see my belief in honesty and

equality, and I want to change all the negativity in this world and make something better. I want everyone to be
honest and kind and work together to spread that message. (see evidence 8)
9. Student will demonstrate practice of the For my personal value statement, I have applied it as an adult leader in my Boy Scout Troop back home. My
personal value statement is that I want to help people learn and grow to achieve their own goals, as a scout, I
personal values statement
remember the adult leaders that helped me work towards becoming an Eagle Scout and learning new things about
leadership and camping skills. I want to be like those adult leaders and help other scouts learn about being a leader.
My values have influenced me to help others learn and work together. I found that because I knew some of the
scouts before I became an adult leader, they often come to me for advice. They are newer scouts that don’t know a
lot about leadership and want advice because they want a leadership position in the troop. I give this as an example
of how I apply my value statement. I try to help others throughout my time as a leader and I want to instill teamwork
and leadership in the people that I give advice to.
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
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190 For HDF 190, I took the Gallup StrengthQuest Assessment. It allowed to discover my strengths as a leader. My
Strengths are Empathy, Strategic, Activator, Maximizer, and Developer. Each strength can be applied to how I lead.
Signature Themes, shadow side of
Strengths and/or weaknesses, and With empathy, I can sense other people’s feelings by imagining myself in other people’s situations. With my
strategic strength, I can come up with alternate ways to solve a problem. I can spot relevant patterns and issues
examples of application (Source = Gallup)
with any given scenario. My activator strength, I can take my thoughts and turn them into actions, doing them
sooner rather than later. As a maximizer, I seek to turn something strong into something superb. And with my
developer strength, I try to cultivate the potential within others. I think that the test was correct when it put empathy
as my top strength. I find that empathy is important as a leader because it allows you to see what others are feeling
and help them so you can get them back to work on the group’s goals. I have used my Developer strength the most.
As an Adult Leader in my Scout troop back home, I use this skill to help develop the strengths of the kids in the
program. We are there to help Scouts find their strength as a leader in the troop and make sure they have those
skills for the future. I find that these strengths are really important to me as a leader. Now that I know these
strengths, I find that I see them come out more often as a leader. (see evidence 17)
18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories

“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 HDF 190 taught me about the Servant Leadership model coined by Robert Greenleaf. This Leadership model is all
about serving others. The model is made of ten characteristics. Those characteristics are listening, empathy,
“Servant Leadership” theory of leadership
by Greenleaf healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
building community. Listening is an important skill for a servant leader to have in order to discover the will of the
group and clarify their questions. Empathy is needed to be an effective servant leader because it helps you
understand how others feel. Healing is about helping others deal with their emotional hurt and heling their
relationships. All of these characteristics boil down to serving others in a way that builds them up. It puts helping
yourself below helping others, which is the most important part of this model. The simplest form of servant
leadership is holding the door open for someone. Being a servant leader is all about putting others before yourself
and is a very important part of being a leader. (see evidence 27)
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28. Student will describe personal application HDF 190 In HDF 190, we did a speech about Servant Leadership. In the speech, I talked about how Servant Leadership
applies to what I am learning as a film major and how I use it in my life in general. I use Servant Leadership in my
of the above theory (Greenleaf)
Scout Troop. In the speech, I talked about how as an adult leader, I am donating time to the troop to put on a
program for the kids. I am there to help guide the new scouts and teach them leadership skills. Without the adult
leaders, the program cannot happen. I donate my time to help the new scouts have a place to learn about
leadership and have fun. Even though the program is “scout led”, without the adults, the program could not exist.
The reason I connect this to Servant Leadership is because the adults in the troop donate their time to give these
kids a place to make new friends and learn new things. We don’t donate our time because we expect to get
something out of it, we want to give the scouts the same experiences we had while we were scouts. I also talked
about the connection to my major. As a film major, I want to create movies for others to enjoy. A big part of Servant
Leadership is building a community, and films and tv shows build their own communities. When people create
movies, people find each other to talk about what they liked and didn’t like. The reason I want to make movies is to
see the discussion and community that it builds. It may be something that I want to turn into a career, but I want to
inspire others to create. I believe that Servant Leadership in the film industry is more geared towards building
communities of people that all have the same interests. (See evidence 28)
“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 In HDF 190, I learned about the 4 V’s theory. This theory is based in ethical leadership and how, as a
leader, your values lead to a common goal. Dr. Bill Grace coined the 4 V’s and created the theory. The 4
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership) V’s of the theory stand for Values, Vision, Voice, and Virtue. Values are based on your own personal
identity. Vision is the ability to frame out actions and see the big picture. Voice is the process of
articulating your vision. Virtue is made of the other three V’s, and is the understanding that we become
what we practice. “The 4-V Model of Ethical Leadership is a framework that aligns the internal beliefs
and values with the external behaviors and actions for the purpose for advancing the common good.” My
Vision is making films for others to enjoy and appreciate. My Voice is speaking about what I want to
create and she with others. My Values are honesty, perseverance, fairness, leadership, and teamwork.
My Virtue is courage. I believe that. Courage is. important to all of my V’s because of how you need to
be brave and have the courage to share your art. You may have people that dislike your work, but you
had the courage to share, and that is why Courage is my virtue. (see evidence 37)
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 The Relational Leadership model is based on 3 principles and 5 components. The three
“Relational Leadership” model by principles are knowing, being and doing. Knowing is based around knowing yourself and how
Komives, McMahon & Lucas other people think differently. Being is about being ethical, inclusive, open, and caring. Doing
is about acting in socially responsible ways, consistently and congruently. The 5 components
that go along with those are Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented.
Being Inclusive means understanding others and what they believe, valuing and actively
engaging diversity in views, approaches, and aspects of individuality. Basically, being nice to
others and respecting their beliefs. Being purposeful means having a commitment to a goal.
This goes along with the ability to collaborate and find common ground with the people you
are working with to facilitate positive change. This can mean working to resolve differences
among participants and finding a common direction or building a shared vision to enhance

others. Empowering works in two directions, we want to empower ourselves as well as others.
You want to claim your own space within the group, be involved and show that you have a
right to be there and share what you think. But you also have to share that space and help
others be involved. Ethical is very important in the relational model. The model drives forward
leadership that is driven by ethics and values that are moral in nature. And Process-Oriented is
about how the group as a whole works towards a goal. It revolves around involvement and
recruitment, how decisions are made, and how a group handles a task related to their goal.
(See evidence 41).
Komives, S. R. (2013). Exploring leadership: for college students who want to make a difference. Third
edition. San Francisco: Jossey-Bass.
42. Student will describe personal application HDF 190 NWCC For HDF 190, we learned about Relational Leadership, and I have applied in during my
of the above theory (Komives et al) experience at the North Woods Challenge Course (NWCC). At NWCC, I did a training to
become a facilitator. We learned techniques on how to facilitate the challenge course for many
different types of groups. This experience was very cool and taught me a lot about Relational
Leadership. During NWCC, we ran through the elements to learn how they worked. We all
had to work as a group to successfully complete them. It was very informative because we all
had ideas on how to complete the elements, but I needed to make sure that I let others be heard
while also making sure that I was being heard. It was a learning experience to have to work
with a group of people all trying to lead. As a group, we had to empower each other and let
each other contribute to solving the element as a team. (see evidence 42)
43. Student will show knowledge of the HDF 190 In HDF 190, I learned about the concept of Constructivism. This is a basic theory that is based
concept of constructivism on observation and scientific study. People construct their own understanding of the world
through their experiences and reflecting on those experiences. When we have the opportunity
to learn something new, we process the new information in the context of what we already
know. Everything we learn is based off of each unique experience that each person gets while
they grow up. Each new idea or knowledge that we gain change what we previously believed
or knew at the time. We may even make a decision to discard any new knowledge we have
learned because we view it as irrelevant or unimportant. This concept lets us be the creator of
our own knowledge. Every student needs to have a desire to become active and expert
learners. Everyone learns from their own experiences and we choose what we want to learn.
(see evidence 43)
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe personal examples

of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 In HDF 190, I learned about the Social Change Model. This model focuses on addressing the
“Social Change Model of Leadership root cause of a problem. For this model, it focuses on the Seven C’s for Change. The seven C’s
Development” by Astin et al are Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship. Citizenship calls for individuals to see themselves
as part of a larger whole or group. Collaboration has everyone working together and sharing
responsibility to achieve a common goal and capitalizes on people’s talents to generate creative
solutions. Common Purpose means that the group aims for a common goal. Controversy with
Civility allows for thoughtful consideration of different opinions because it believes that
controversy was inevitable. Consciousness of Self means that people in the group are aware of
personal beliefs, values and emotions, being mindful of others. Congruence talks about
following through with your decisions. Commitment is demonstrated by significant
involvement and investment of time to the group. Each of these C’s fall into groups. These
three groups are Group Values, Society/Community Values, and Individual Values.
Citizenship falls under Society/Community Values. Collaboration, Common Purpose, and
Controversy with Civility falls under Group Values. Consciousness of Self, Congruence, and
Commitment fall under Individual Values. However, there are pitfalls to the Social Change
Model. (see evidence 47)
Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development

Social Change Model PowerPoint Slides. Retrieved from
https://sakai.uri.edu/access/content/group/b71e179b-1b8d-463f-91b5-
7374a18bbf5f/Unit%203%3A%20Social%20Change%20Model/Overview%20of%20SCM.pdf
48. Student will describe personal application In HDF 190, my group participated in a Social Change Project that we planned. We planned a
of the above theory (Astin et al) campus cleanup around URI. We went around campus picking up trach and talking about
what we can do to stop people from littering on campus. Our goal was to clean up the campus
and spread awareness about how we need to keep URI looking beautiful. We came up with a
presentation and wrote a paper about our experience during our project. In our presentation,
we talk about how we can keep URI clean. We can put more trash cans around where the most
littering is happening and join campus organizations that plan campus clean ups. I also talked
about how we should create a social media campaign about keeping URI clean. It may be from
the lens of cleaning up URI, but it can be applied all over the world. We want to show that we
may be doing a cleanup for our community, but we can help inspire others to stop littering and
help save our planet from the trash that can destroy it. (see evidence 48)
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
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)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory

contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
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
of using cultural anthropology /
paradigms as a leader
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
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.)
82 Student will demonstrate personal
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
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
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
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
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
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
metaphorical analysis to critically analyze
self and leadership situations
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
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
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 HDF 190 Active listening is an important concept discussed in HDF 190. In order to be a good active listener,
active listening techniques you can’t just act as if you are listening. Active listening is shown by reacting to what people are saying,
nodding your head, verbally confirming that you are listening. Those are a couple of ways to show
active listening. The technique is all about comprehending, retaining and responding. If you are an
active listener, you are hearing what the person is saying, retaining what they are telling you, and
responding to them. There are also barriers to active listening. Picking up on non-verbal cues and
shifting the topic to yourself by accident. You want to make sure that you are looking out for those non-
verbal ques. The most important part is making sure you don’t shift the conversation to yourself. Avoid
talking about yourself and just acknowledge that you are hearing them, and if they and advice, avoid
mentioning your experiences. Just tell them what you think they should do. (see evidence 109)
110. Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
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
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques

framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
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
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 In HDF 190, we learned about the stages of group development known as the Tuckman model. In this model, it
explains that every group, whether it’s a club or an organization, goes through five stages. The five stages of every
of group development (Tuckman/Tuckman
& Jensen, Bennis or others) group are Forming, Storming, Norming, Performing and Adjourning. Every group goes through these stages, each
group may go through the stages in a different order, but they always start with Forming and end with Adjourning. At
the start, people form a group, the members are not sure of their purpose, there is no trust, there is no group history,
and the people are figuring out who each group member is. The second stage is Storming, in which the group
begins to discover their positions in the group. Roles and responsibilities are talked about, agendas are displayed,
the group modifies the mission, they try new ideas. At this point, people’s participation is at its highest for some and
its lowest for others. This leads to stage three: Norming. In this stage, success begins to occur within the group, the
group builds trust and they define their purpose. Everyone realizes their individual motivation and the team gains
commitment from all members on their direction and goal. Then comes the fourth stage, Performing. The group
members start referring to themselves as “we” instead of “I”. They all defer to the team needs and they are very
prideful about the team. The group is achieving their goals and becoming a better team. The final stage of the model
is Adjourning. At this stage, it is the groups final assessment. They now talk about what they did well and what they
could have done better, and they begin a transfer process to the new people coming into a group. They celebrate
their accomplishments as well and remember their group process. The whole process starts again when a new
group of people enter an organization. (see evidence 132)
133. Student will describe personal examples of HDF 190 In HDF 190, I went through the Tuckman Model with my group during the Social Change Project. Our project was a
campus clean-up around URI. At the beginning of the class, we were all placed into groups and went through the
group development in use
(Tuckman/Tuckman & Jensen, Bennis or process of forming. Some of us knew each other, but most did not and we had to get to know each other to work
together. The second stage we went through was norming. We found success in our work together during group
others).
activities and were becoming a more solid group. We built trust in one another and we were becoming more
motivated. We finally went through storming when we had to find a date to do our Social Change Project. At this
point, everyone in my group was busy with many things on campus. We were having trouble solving this problem
and some of us were not participating as much as we used to. This stage is the point where our group reached our
lowest point and we had to work back up during our project. After we went through storming, we began to go
through our performing stage. We had finally decided on a date for our project, and we carried out our project. We

went around campus and talked about what we were going to do for our presentation and our paper. Each member
of the group performed at their best effort We kept preforming as we made our presentation and we reached the
final stage after we presented our project to the class. When we reached the Adjourning stage, we celebrated after
we were done and talked about what we could have done better. We recognized everyone for what each person did
for this project. After this, the whole process will start again next semester with a new group in a new HDF 190
class. (see evidence 133)
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.)
memberships skills in groups
membership skills in use
138. Student will show knowledge of the HDF 190 In HDF 190, we learned about the Challenge and Support Theory. In this theory, it talks about how
Challenge and Support theory by Sanford, students need a balance of challenge and support in order for development to occur. People cannot
and its relationship to organizations develop without a challenge and they may not succeed without support. Both things need to happen,
but there needs to be a balance. If there is too much support, the student won’t actually learn what they
need to grow and develop. If there is too much of a challenge, then the student will become frustrated
and possibly quit and give up on the task. However, even if a person takes up a challenge, an
individual cannot grow unless they are physically or psychologically ready to grow. For example, if you
introduce something like rocket science to a first grader, they are not ready to learn about how rockets
work. In the real world when people experience a challenge, at the time it may be unpleasant, and the
student will probably hate the experience, they may even fail. But that doesn’t mean that they did not
grow in the process. This theory does not imply that a student will never experience failure. Even
failure can be an experience where someone can grow. When there is a balance of challenge and
support, everyone grows and learns something new. Even if a student hated an experience or even
failed, you always grow with your success and failures. (see evidence 138)
Sanford, N. (1962). The American College. New York: Wiley. Sanford, N. (1966). Self and Society:
Social change and individual development. New York: Atherton.
139. Student will describe personal examples of HDF 190 NWCC In HDF 190, we learned about the Challenge and Support Theory and I applied this theory during the North Woods
Challenge Course (NWCC) Facilitator training. I did this training for my learning contract, and I also learned what it
using the theory of Challenge and Support
(Sanford) means to balance the challenge with support. During the training, we learned about the elements and how to
facilitate them. You need to challenge the group, but also support them when they need it. During the training, we
ran a mock day on the course with our groups. I ran an element, and I found that I gave too much support. I was so
focused on having the group succeed that I forgot to let the group figure out the challenge on their own. After we
were done, I discovered that the group didn’t really grow as a result. I really appreciated this experience because it
really solidified what the Challenge and Support theory was supposed to do. I did not balance the support with the
challenge, and my group did not grow. However, just as this theory says, it doesn’t imply success. I failed in a way
during my facilitation. However, it was my challenge, and I grew as a result of it.
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking

142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
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 in leadership / member
relationships
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers

Sebastian Pizzuto Inventory

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LEADERSHIP

Name: Sebastian Pizzuto

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

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 Leadership theory and

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Outcome Category: Leadership Theories

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Leadership Inventory Revised 08/22/2017 11

44. Students will describe personal examples

Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development

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Leadership Inventory Revised 08/22/2017 14

Leadership Inventory Revised 08/22/2017 15

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 22

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