Leadership Inventory

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

Date Enrolled: September 2017
Date of Graduation: May 2021
*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.
Black Font – HDF 190
Blue Font – HDF 413
BOLD IS REVISION OF OUTCOME
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,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to MTH 142 Test and Quizzes for each class In MTH 142, both stress and emotions can be very common when studying and doing work for the
manage emotions ECN 202 Exams for the Class class. Sometimes it can be very difficult to manage emotions when there is a big test for the class and I
BUS 341 might be stressing out a lot, which could eventually cause a great amount of emotions. So, a good
technique for managing emotions in this situation would be to take breaks whenever a person can feel
themselves getting very worked up and tired of studying. A good way to take a break would to exercise
and get their minds off of the studying. I personally get a little bit of test anxiety so sometimes it can be
nearly impossible to manage my emotions, but the more I study for my calc exams, the better I feel
come time for the tests. I feel that if I take deep breaths when I start to get anxious and nervous it helps
because those breaths get my focus back and I can continue to concentrate. The same goes for
Economics, I have had my struggles with the class, but I know that if I just take my time and not get
myself too worked up over every assignment that I could potentially have trouble with, it will make for a
better test taking experience. So, whenever I study for anything or am doing difficult work, I feel like
getting fresh air and taking small breaks is the best way I can potentially manage my emotions. I feel
as though others should try that as well because I have seen numerous times that it has worked very
well for me. Hopefully in the future I will be able to continue with these techniques and be able to
maybe keep building a greater basis for management of emotions. (See Evidence #3: Econ Test)
In BUS 341, which is my Organizational Behavior class, about once every three weeks we are
tasked to take some exams. So far this semester we have taken three exams. Each exam I
have tried something a bit different in terms of my studying. For the first exam I was definitely
freaking out over it because I did not know what to expect going into the exam since I had never
taken an exam with this professor before. It was also an exam for the former Assistant Dean of
the College of Business, which made me even more scared that they would be extremely
difficult exams. The way I managed my emotions for that first exam was take the whole day
before the exam to study. I did that by making flashcards and attempting to put as much
information as possible on those flashcards. I was very happy when I saw the grade for the
exam, yet I still felt that I did not need to study as much for the next exam because I felt that I
had over studied and was overthinking some of the easier questions on the exam. For the
second exam, I made the flashcards in advance, but waited to study them until the
afternoon/night before the exam the next day. I felt very prepared for the exam, but it turns out I
was not prepared as much for this exam. It made me highly upset that the grade was not what I
intended for the test. So, I knew I had to fix that. I completely changed up my techniques by
using the internet and trying out a Quizlet instead of handwritten flashcards. I was nervous and
anxious because I did not feel as confident as my first two exams. However, I actually was very
surprised that I did as well as I did, which was a pleasant surprise and put a smile on my face.
(See Evidence #3-A: Quizlet for Exam 3 BUS 341).
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to MTH 141 Study Groups for Calc 2 (MTH 142) Being able to manage stress can be very simple, but a person must be able to manage their time
manage stress MTH 142 Routines and Schedules wisely and take every assignment step by step for someone to really be able to stay stress-free. Every
assignment that is assigned in college has a couple days to be completed, with most being assigned
for an entire week. And every test that a student has, the professors let them know weeks in advance,
so they can start preparing themselves. For me, in MTH 141, I feel that I utilized those stress
management techniques very well. I would take my time in getting my assignments done and not wait
until the last minute to complete them. I would start them a few days in advance so if I had something I
needed to be at the night before an assignment was due, I could be happy and less stressed knowing
that I did not need to complete any assignments. The class would get a take home quiz every
Thursday and they would be due the next week. So, over the weekend in between, I would start
working on the questions I knew how to do and throughout the week I would complete the remaining
problems on the quiz. Same went for the homework assignments that were online, throughout the
week I would work on them because generally every weekend there would be a lot of work due, so if I
got those assignments out of the way I would be all set. For MTH 142, I decided to join a study group
to help with my studying techniques and gain a greater knowledge about the topics. Everyone in the
group would give people feedback and knowledge about the topic they might be good at. This group
was useful because if someone did not know a certain topic very well, it was very likely that someone
in the group knew about that certain topic. This helped with stress management because the group
would meet every week and it would give me an extra study session for future quizzes or exams. (See
Evidence #5: Notes Study Group)
The fall semester of my Junior Year has been, by far, my busiest semester of my little over two
years here so far. All I had to worry about my Freshman Year was my classes that were very
challenging. Now, I am involved in four clubs on campus, those four include The Rotaract Club,
SOLC, URI Club Baseball, and Student Senate. I have also picked up two Executive Board
positions in two of the clubs. I am the Treasurer of both the Rotaract Club and URI Club
Baseball. The consensus is usually that when you have a busier schedule, you have more of a
chance to be very stressed out with the no time you have for work and yourself.
That is where my routines and schedules come into effect. One very important routine to have
for yourself is a good sleep schedule. I try to get at least 6-7 hours of sleep a night. My health
teacher in high school said he only got 5 hours of sleep a night and he could not have been in a
better mindset. I could personally never do that, but it made me think “maybe I do not need 8 or
more hours of sleep a night to feel good in the morning.” So, I use the Bedtime portion of the
clock app on my phone and I have a schedule in it. That schedule contains my sleep schedule
for Sunday night through Thursday night. I set it for me to go to sleep by 11:30pm each night
and wake up around 6:30 am Monday through Friday. That way, it would give me enough time
to get up and get myself ready in morning, so I can get to campus on time. I am also up early
enough to work on any last homework or studying that I made need to do. Having that
schedule keeps me less stressed and happier each day.
Another routine that I follow is my eating habits. I try to have my three meals a day at the same
time each day. It is not good to miss a meal or have an extremely early/late meal in your day.
When you get into a routine, your body is used to eating at those times, and it is thrown off
when you eat much earlier or much later.
Another routine I try to take advantage of is my study habits. Whenever I have a big test
coming up, I always go to the Library a couple days before to start flashcards up and try to
study as thorough as I can, so I will be able to understand the topic I am learning about.
Since I have started these new techniques, I have been very successful and in a better mindset.
I am always happier and refreshed each day. (See Evidence #5-A: Bedtime Schedule).
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 VIA In HDF 190, the class filled out the VIA values test for an assignment and each student got to see what
statement (Sources = VIA, values their top five values were. The top five values that I got were honesty, love, kindness, gratitude, and
clarification exercises, etc.) fairness. I show honesty in nearly everything that I do. But before I can be honest with everyone else, I
feel that showing honesty in the way I act is more powerful. People do not listen to a liar and they
generally do not like a liar. So, people want to listen to someone who is honest, and I feel that I portray
that honesty very well. I show love when it comes to someone who is in need or someone that just
needs a person to be there for them. I always let people vent and I let people just tell me how they are
feeling. I always take great pride in this trait because I am always welcoming of everyone who I come
across and I am always looking to help everyone that I come across. I show kindness in giving every
person an equal say and an equal opportunity to put in a word in anything that I do. Every group project
or even just a simple conversation, I always listen to everyone and give them kind advice and
feedback. I also never turn down the opportunity to help someone that needs something. It could be as
simple as grabbing something they dropped on the ground, or it could be going somewhere to get them
something they need, I will never turn down the opportunity to help someone. I show gratitude by being
thankful for everything and everyone that I have come across in my life. I always say thank you to
someone who holds the door for me and those words could even make someone’s day. If someone
works hard to make a person feel happy, especially for me, I always tell them how happy and grateful I
am that they helped me out in whatever good deed the person did for me. Finally, I show fairness by
making sure every person I come in contact with is being treated equally. Every person to me is an
equal human being, so I want to let them know that I will always make sure to be there for them and
make sure they get an equal opportunity to get a word in on a certain issue or just feel like they are
involved. (See Evidence #8: VIA)
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to HDF 190 Social Change Project In HDF 190, the whole class were assigned small groups at the beginning of the semester and our one
lead a project from start to finish (follow- COM 100 Group Presentation for COM main task for the groups was to do a social change project. The class got assigned the project before
through) BUS 355 Final Project spring break, so everyone had to keep track of that and remember to actually complete the project. The
time gave every group the ability to bond and become closer so each individual in it could potentially
lead a certain aspect of the project. Our topic was opioid awareness, which is a very serious topic
across the United States. Every person was passionate about the topic and I feel as though I had some
very positive ideas that were included in the presentation. Everyone got their chance to lead the group,
which is all about the inclusive leadership aspect as well because everyone felt heard and it motivated
them to do more and not stop. Teamwork is a major aspect in being able to have a great group ethic,
and being one of the leaders of the group, I feel that my positivity strength helped throughout as well
because even before the project took place, every time our group would get together I would have a
positive attitude and not discourage anyone or anything one of the group members would try and bring
up.
In COM 100, the class was assigned a group speech and there was a list of topics we had to choose
from. Our topic ended up being food cultures in various places, which included the U.S, Asia, France,
and the Ivory Coast. I felt throughout this project I had the most influence because I was assigned to
put the whole project together, which to me meant I was told to lead the project and make sure that it
went smoothly. The class did not have a great amount of time to complete this project, since our group
was the first group to present and the class got the assignment the week before. But my group pulled
everything together and was able to complete the project with no faults or errors throughout the
process. (See Evidence #10: COM Presentation)
I could have put any of my group projects that I have created over the past year or so because
they each had instances where I demonstrated the ability to lead from the start of the project to
the finish of the project. I decided to take the task of the BUS 355 class I am taking, which is the
Operations of Supply Chain Management. At the beginning of the semester, we were told that
we would have to create a final project that would encapsulate every important fact about the
topic of Supply Chain. We were tasked to find a group of four other students and the goal was
to complete the project for before Thanksgiving break. The project parameters were that you
must either pick an existing company or you could create your own company to do a numerous
amount of Supply Chain activities. We decided on taking the new product route with our
company Best Buy, which I chose right off the bat since we wanted to make a new
technological product and were struggling to come up with a new company as well. I felt good
in my abilities to lead because at the beginning I was trying to schedule times to meet so we
could get a head start on the project since it would be coming up a lot quicker than that actually
date felt. Throughout the entire project I was trying to contribute every single idea I could to
make the project be as close to perfect as possible. What went really well was for me to
express my knowledge on the topic and the rest of the group put that into project words
because I can sometimes not use my words very well for presentations. When it came time to
presenting this project, I felt that we could not have been in better shape with the practice
presentations and then the final product. We were told by many people after, including our
professor, that our presentation was perfect, and we looked very professional in our
presentation of it as well. I felt that came down on me as a leader, and it made me as well as the
entire group very proud of the work that we did. (See Evidence #10-A: Picture of Group Project
BUS 355)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and N/A Alternative Spring Break In my first two years here at the University, I felt as though I was not very lucky when it came to any
objectives that were planned and FLITE Peer Mentor application process. I had applied for numerous positions on campus that I felt I was qualified for, even
achieved though I could have absolutely been, I was not chosen. What I did over the previous summer was try
and improve on some skills that I might have been lacking and could ultimately help me with these
positions in the future. One of those was my public speaking skills and interpersonal communication
as well. I did that by working at a restaurant where I was tasked to have conversations with some
angry customers sometimes. Dealing with people in that manner was a great way for me to improve
on those skills and inevitably it actually ended up working.
Coming back for my Junior Year here at the University, I set my goals and objectives for the year that I
felt could be easily attained if I used everything I have learned. Two of the goals that I had for myself
were to be able to get onto an Alternative Spring Break trip and go serve a community outside of the
Rhode Island area. It was a dream of mine to try and do a service trip out west, so that was the goal I
set myself. Throughout both rounds of interviews, I knew where my head was at for which trip would fit
me perfectly. I chose to go for the trip in Colorado. I was nervous the entire time while I was waiting to
hear back from them because I was on the first day of interviews, so I would have to wait awhile to
hear what the answer was. After a week and a half of waiting for the answer, I had heard what I
wanted to hear. I had achieved my goal of getting on a service trip here at the University. I could not
contain my excitement while I was in one of my meetings that I had to tell my roommates who were
there because I just felt like I had to tell someone.
In that same week I had also applied for the role of FLITE Peer Mentor, which was something that I
personally did not see myself doing after taking that same class because I did not feel like I would have
fit the role of a perfect Peer Mentor. I had so many amazing Peer Mentors for my class, so I felt like I
could not step into their shoes and take a chance at it. This year was different however, I came back
and said, “Let’s get Peer Mentor, you are ready.” The interview process is generally what always gets
me each year because it is difficult for me to stand out in a group interview. However, the only round of
interviews ended up being an individual interview, something that I felt I could showcase myself for. I
went into the interview highly confident because I knew how much I had prepared myself for the
interview and I felt that I was going to do a very good job in that role. The interviewers also believed
that because I also got that position. So far, I was able to complete two goals that I had set for myself,
and I will hopefully have new and more challenging goals that I cannot wait to attain in the near future.
(See Evidence 12: Picture of both emails).
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 Gallup Strengths In HDF 190, we as a class completed the StrengthsQuest Signature Themes. My top 5 themes include
Signature Themes, shadow side of HDF 413 Facilitations Positivity, Consistency, Relator, Restorative, and Developer. These 5 signature themes relate to me
Strengths and/or weaknesses, and and my leadership abilities because for my top strength, Positivity, I feel it is necessary to have a
examples of application (Source = Gallup) positive attitude when doing activities and listening to others speak their own opinions on the certain
subject at hand. People listen to a more upbeat and passionate leader, they want the motivation to
keep pushing forward to complete the activity that is in front of them. Another one of my strengths,
Consistency, works with my leadership style because I have seen many people in the past stay
consistent with what they are teaching/leading people to do, and I feel that I should also follow that
same leadership role. People will not get confused if the plans do not change, if something gets fixed
or changed, people will become lost and eventually might become unmotivated. Using my relator
strength, I would be able to communicate and agree with a majority of the people I would eventually be
working with, and I could relate to them by using some of my experiences as well. The relator strength
could actually fall into relating to someone that could potentially have the same strengths as me, we
could come up with certain ideas that would be beneficial for the group. Restorative and Developer are
also great strengths that would be helpful in my practice and learning of leadership. Restorative means
that people can see when a problem might arise, and they will come up with a plan that can help the
group succeed. Developer stems from restorative, meaning that people can create a new plan for the
task that they are attempting. Restorative and Developer both have the potential for a shadow side of
weakness because if the plan falls through, then there might be an issue if there is no way that the
situation can be fixed. (See Evidence #17: StrengthsQuest)
Throughout the beginning of my Junior Year, I was starting to realize that my strengths did not
fit the person that I am now in comparison to the last leadership class I took back in Freshman
Year. So, I decided to retake my strengths, and I now have new strengths, including my top
strength. My new top 5 strengths consist of Includer, Discipline, Responsibility, Restorative,
and Arranger. I feel as though my new strengths do fit me better in the leadership sense simply
because I have grown into a different type of leader. I have also become a more confident
leader, not taking the back seat of anything anymore. I am trying to become a more focal leader
that tries to get his voice heard. So, my top strength, Includer; that strength relates to me and
my leadership abilities because through everything I have learned, it is absolutely crucial that a
leader makes their best effort to make sure everything is included, whether physically or
emotionally. If someone is not mentally in a situation either, it basically shows that a person
does not/is not even there to help a situation. I use my Includer strength to hear everyone’s
opinions and make sure they are where they should be. A weakness for that is someone could
really not want to be involved, and that is totally fine, a leader can only do so much to make
someone feel involved. My next strength is Discipline. There is a certain type of demeanor that
a leader must have to be successful. That means they must have a calm persona and not freak
out over the little issues that might arise. Leaders need to be strong in their time of action and
be focused on the activity at hand. During any facilitation for example, if a group is not
responding to the activities that you are running, through the discipline strength, I would try to
mix it up a little bit and try something different. Getting angry and frustrated is not the way to
go by it because the group you are facilitating for would just give up on the activities being
prepared. My next strength is Responsibility which means if a leader is told to complete a task,
it is their job to complete their job in a timely and full manner. Generally, a facilitator is given a
specific time period to finish a task they were given by their group during a retreat, and it is
their job to make the most of that activity in the time period they are given. In my case, my first
facilitation was to run Tweener, which lasted the appropriate amount of time it was supposed to
last. My next strength is my Restorative strength, which is actually the only one of my
strengths to stay the same throughout college, and there is good reason to it. I am a very good
and quick problem solver because I generally think two steps ahead at all times, for example
during one of our classes for HDF 413, when we had the tarp activity. I was trying to think of all
the possible scenarios as to where we could go and what could potentially go wrong, and it
worked because when something would go wrong, I instantly had the solution. Finally, my last
strength is Arranger. I try to maximize all situations by also demonstrating my restorative
strength a tiny bit. I would be thinking ahead as to what I can do to do everything I have to as
the leader in the shortest amount of time. Generally there is a group of people who could split
the roles and maximize their time as well while being at this certain event. (See Evidence #17-
A:StrengthsQuest)
18. Student will describe personal leadership HDF 190 Leadership Institute I did not know exactly what these were when I was in the leadership institute and student government,
style and/or personality style including HDF 413 Spaghetti, Marshmallow, and Tape but I do feel like I used these strengths in action for a lot of what I did while participating in this. For
strengths and weaknesses and examples Towers in HDF 190 example, at the Leadership Institute, I feel that I used my positivity and developer strengths the most
of application (Sources = Leadership style Rotaract because when we would participate in the challenge course, it is always necessary to stay upbeat and
inventories, the L.P.I., Type Focus motivating people to push on. If something were to go wrong, I would also use my Developer strength
(MBTI), LAMP, DISC, and other career to come up with a new plan to see if anything can be resolved. When I finally learned about my
inventories, etc.) strengths in HDF 190, I did realize that at the Leadership Institute I did use these strengths the most.
Also, for example, when as a small group we had to make towers made out of spaghetti, marshmallow
and tape, I feel I used these strengths very well. I kept the group in check and made sure we kept a
calm and cool head, as well as not rushing any process. The weaknesses that I show are the fact that
many people in my past have seen me as a quiet and reserved leader and that I cannot put myself out
there as much as others. For instance, in the past people have seen me as a more laid-back leader
and more reserved leader, which is a weakness because they might not respect me because of that
reason. But I feel that I broke that stereotype of myself at Leadership Institute when I volunteered to
speak in front of all the students about our experiences in the challenge course. I am using this
leadership minor as my start to become an influential leader. (See Evidence #18: Group Photo)
This year, I decided that I needed to take another leadership class, so I felt like Advanced
Facilitation was the class I needed to take to go another step further in my leadership
experience here at the University. Coming into this year, I had five strengths from freshman
year that I felt like were not the strengths that described me as a leader anymore. They did not
seem that old, it was like milk that had just expired, do you take the chance of drinking it or just
go out to get another gallon. I decided to go and get that theoretical gallon of milk and retook
my StrengthsQuest. There is one of my new strengths that I feel really shows the kind of
person I am as a leader, which is my Includer strength.
The overarching theme for Rotaract is “Service Above Self” but this year as Treasurer I decided
to set another objective for myself, which was to make members feel like they belong in the
club that they are at. Retention for an organization is one of the most important aspects
because having loyal members always make for a better club. This year, we got over 80 names
for the club on First Night, which was awesome and shocking at the same time.
Our first meeting was a jam-packed room with honestly almost 100 people with all the returning
and all the new members of the club. It was such a large turnout that we have been trying to
find a different meeting room to accommodate for the large amount of Rotaract members that
we have now. The goal I had that night was to talk about what service meant to me, and I could
tell people were very interested in hearing what I had to say about that. One of the new
members actually came up to me after the meeting and talked to me for a bit about service.
That was good because I got to connect with some of the new members and be able to tell them
that this was the club to join. That is where my Includer strength comes in, because I wanted to
make everyone feel involved in that conversation we were having about retention, and how this
was the club to stay loyal to. (See Evidence #18-A: Rotaract T-Shirt).
Outcome Category: Leadership Theories

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
“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
application of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory of
leadership by MacGregor
(MacGregor)
27. Student will show knowledge of the HDF 190 VIA In HDF 190, we as a class learned about the servant leadership theory. The main theme of this is to serve
“Servant Leadership” theory of before leading, and eventually people will see that. There are 10 characteristics in this model, split up into
leadership by Greenleaf three categories. The three categories are Servant, Leader, and Servant-Leader. And the ten characteristics
include listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of the people, and building community. The three under the Servant category
include Listening, Empathy, and Healing. Listening means being attentive and being able to fully grasp what
other people are trying to say. Having an active listening skill is key in these certain situations because if
people can see that everyone is listening, they might become more comfortable. Empathy means being
caring and kind to people, as well as understanding everyone comes from a different background. It does not
make someone different if they do not have the same lifestyle as you do. Healing is being able to connect
wholly to a person or a group of people. Being able to make a full connection to someone will eventually lead
to a “full” relationship. The four that are included in Leader category include Awareness, Persuasion,
Conceptualization, and Foresight. Awareness means before you go into a certain situation, you need to be
fully understanding of what these people are going through. I feel my top value of honesty goes hand in hand
with this because a person needs to be honest with themselves as well as being aware of themselves in
certain tough situations people might be in. Persuasion means that a person is not trying to tell someone a
certain point, they are trying to convince or influence that person to do something. Conceptualization is more
of a simple, broad branch of servant leadership. They take more of a daily approach to everything they do.
Foresight deals with every aspect of life. It deals with past situations, present situations, and even future
situations as well. Finally, the three that are included in the Servant-Leader category include Stewardship,
Commitment to the Growth of People, and Building Community. Stewardship is an all-inclusive characteristic.
It wants people to work together to attain a certain goal. Commitment to the growth of the people means that
if someone sets their mind to a certain situation, they cannot back down. It will let people down and people
that need the help will not be pleased. Finally, building communities means making everyone feel safe and

targets a specific community. If they fix the smaller community, the bigger community will soon follow in their
footsteps. (See Evidence #27: Servant Leadership Model)
(Source: What is Servant Leadership? (n.d.) Retrieved April 22, 2018, from https://www.greenleaf.org/what-
is-servant-leadership/)
28. Student will describe personal N/A Rotaract These past two years I have been a part of the Rotaract Organization, which one of the community service
application of the above theory organizations that this campus offers. They are a part of Rotary International, all with the good intentions to
(Greenleaf) serve their surrounding communities. Some of the specific activities that I have personally participated in
were the Buy One More food drive at Belmont Market during the Thanksgiving holiday period, the Leukemia
and Lymphoma Society’s Light the Night Walk where we made the lanterns for the participants to hold as
they walked around the Rhode Island State House, and another was the Mew’s Tavern Beer and Gear 6.9K
which is for the Easterseals. This event we flagged the race and I have taken part in it the past two years.
My personal favorite is the Spirit of Giving, which is when as a club or an individual the people are tasked to
sponsor a family and purchase gifts for the people who may not be able to afford the gifts during the holiday
season. The category I feel that I am under is the Servant-Leader because when I go out to do service, I am
trying my absolute best to see a growth in the community and be able to build the community alongside the
members of the community.
This is especially true for when I participated in the Spirit of Giving drive. I wanted my other club at the time,
Club Baseball, to help me sponsor a family of four children during the holidays. I was able to raise enough
money to give the children that I got the best Christmas they could possibly have for themselves. I was
fortunate enough through my life so far to be given some of what I have. I know people that do not have that
luxury, and it actually hits close to home because I know people that do not have luxury. So, to help out as
much as I can means a great amount to me. I wanted to do the best I possibly could to give these children a
happy Christmas, and I got a note from them saying they were extremely appreciated of the effort that I put
forth for their family. (See Evidence #28: Mew’s Tavern Beer and Gear 6.9K Group Photo).
“Principle Centered Leadership” theory
by Covey
(Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
(Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”)
theory by Sashkin
(Sashkin)
“Individuals in Organizations”
leadership theory by Argyris
(Argyris)

37. Students will demonstrate knowledge HDF 190 VIA In HDF 190, the class learned about Grace’s 4 V’s model. The model is centered around four main
of the “4 V’s” theory of leadership by characteristics, which include values, vision, voice, and virtue. All these V’s build off of one another as will be
Grace (Center for Ethical Leadership) described. To start, the model allows me to identify my five top value strengths: honesty, love, kindness,
gratitude, and fairness. Each of my five top value strengths allow me to develop a realistic vision. Using
vision would mean being able to see what might need to happen or what needs to be happen. Having a clear
vision will then lead to a leader being able to use their voice trait. Voice means to be able to portray their
vision verbally and then being able to go through with that specific vision. If a person is able to voice their
vision, that will allow them to continue to build off the original vision and then be able to support and serve
the potential people that could be in need. Finally, virtue is being able to actually put a person’s vision and
voice into action. A person’s virtue can distinguish each person from each other, for example Gandhi from
the likes of Hitler or Stalin. Having virtue means someone is able to combine each of the characteristics and
put them to use. Each characteristic of the 4 V’s model is a building block on each other, where a person
starts by using their values to create a vision, then be able to voice that specific vision, then being able to put
it all together with a person’s virtue. (See Evidence #37: Grace’s 4 V’s Model)
Center for Ethical Leadership. (n.d.). Retrieved April 22, 2018,
from http://www.ethicalleadership.org/concepts -and-philosophies.html
38. Student will describe personal HDF 190 Leadership Institute For the four V’s theory of leadership, the values that are shown in the model are honesty and kindness. I feel
application of the above theory (Grace) that these two values are the two core values that mean the most to me because I feel that being honest to a
group of people or even just a singular is one of the greatest values for being a good leader. If someone is
not honest as a leader, then it would be hard for people to actually trust them as a leader and that would not
be great leadership. I feel as though being kind as the leader also is very key because people listen and
follow a leader that they can respect, not someone who is disrespectful and rude to a certain individual. I feel
that I use those both in various ways while trying to become a better leader, and I want people to respect me
and think of me as a kind person as well. For example, at the Leadership Institute I feel that I used my two
values when talking through certain challenges with my group, being truthful and caring for them if they
would get down and upset, I would tell them it might seem difficult at the moment, but it will be worth the
struggle once we get through it. My vision for this would be to help become more open and also have people
accept everyone around them no matter what. I have been known to be a quieter leader, but for other people
to open up and say what they are thinking makes me a more outspoken person. The voice that is portrayed
here would be that I want to become someone who can bring honesty and kindness to the way they lead or
are in a daily conversation or relationship. People need to be loved and be heard, I feel that I can help that
process for some people by bringing in the kindness and honesty that they need. The one virtue that I bring
along with me is courage. I feel that being courageous and being strong or capable of a task is very key in an
influential leader. People with courage can become something more than they are, they can get out of their
shell and be able to open up more and become not only a better leader, but a better person. I feel as though
I have used this in HDF 190 by being able to speak in front of the little groups as well as the whole class.
Being kind and honest in my responses should get me a certain type of respect, as well as allow people to
trust me as a leader. (See Evidence #38: Leadership Institute)
“Situational Leadership” theory by
Hersey & Blanchard
(Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Gallup Strengths In HDF 190, I learned about the Relational Leadership Model and all the characteristics that go along with it.
“Relational Leadership” model by It all starts with knowing, being, and doing, then it continues to the five other aspects: purposeful, inclusive,
Komives, McMahon & Lucas empowering, ethical, and process-oriented. For knowing, it is how you yourself knows the similarities and
differences in society. For being, it is how a person can portray themselves. Finally, for doing, it is how you
show off or achieve the goal you set for yourself. For the first relational leadership component, purposeful,
means “...having a commitment to a goal or activity”. Also, the goal for purposeful is to know a “role of
mission/vision” (Komives, Lucas, McMahon). Having purpose in the way someone leads means that they
know they will have a job to do, and they know there is a valid reason as to why they have to get it
done. The group members also have to work together to start agreeing on topics they are disagreeing with.
The group also has to create a positive, upbeat surrounding so they will be able to make positive change in
the environment around them. The second leadership component that is being taught is inclusive. The term
inclusive “...means understanding, valuing, and actively engaging diversity in views, approaches, styles, and
aspects of individuality...”. Being able to incorporate every person in the group as well as looking at every
person as an equal participant not only in a group, but in society as well. Having the diversity and having the
cultural differences makes a group thrive under certain pressuring activities. I feel that my Gallup Strength of
Relator fits this because I would be able to understand if someone felt like they did not fit in or belong, and I
would try my absolute best to make sure they felt like they were involved. The third relational leadership
component being discussed now will be empowering. Being able to empower the other people around you
with words and actions shows people “power...” as well as “self-esteem” (Komives, Lucas, McMahon) that
you can portray. It also claims, “I have the right to be here and to say what I feel and think”. The last two
relational leadership components being discussed are ethical and process-oriented. The ethical leadership
portion is “...leadership that is driven by values and standards and leadership that is good- moral - in
nature”. It also shows “development in values” and “ethical decision making” (Komives, Lucas, McMahon).
The major point in ethical leadership is that the leader stays true to their words as well as being honest with
the people around them. If that works, people will be willing to open up more about what they want to put on
the table for work. The process-oriented leadership portion is “...how the group goes about being a group and
accomplishing its purpose”. It involves being a “community” and “collaboration” with everyone involved to
promote the start of something new. Whether it is a change to an existing plan, or the start of a new
challenge or endeavor, having a specific process to go by makes everything flow smooth. (See Evidence
#41: Relational Leadership Model)
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students
What Want to Make A Difference. Retrieved from
https://www.uta.edu/leadership/_downloads/The-Relational-Model.pdf
42. Student will describe personal HDF 413 Rotaract As the Treasurer of the Rotaract Club here at the University of Rhode Island, I utilize the Relational
application of the above theory Leadership Model the best. One of the club’s main attributes is being inclusive of everyone that wants to
(Komives et al) join. As a club, we are always looking for more people to join, and one of the goals as treasurer is to make
students want to stay in the club as long as they possibly can. Rotaract wants to grow the future for
community service at URI, and to do that we need to have some inclusivity. Empowering people to get their
jobs done is another important aspect I look into as treasurer. Every person brings a different set of skills
and different abilities that could be crucial to the success of the club. One of my goals is to motivate and
empower the people not on the executive board to step up and take roles on that they may never have
before. It is all a work in process and as a group we should be able to empower each other to get the job
done effectively. There is always a strong purpose to what we do as a club, and it is “Service Above Self”. It
is also to put our heart and soul into everything we do for everyone that we serve, whether it is families
during the holidays, or a school that may need assistance, our purpose is to put service above everything.
The ethical view of leadership in Rotaract is to work together with our peers and come to a commonplace
within the group to get the job done well. Groups are a very important aspect, and another task for the group
is to trust each other and have the belief that they will have the best interest of the group. Finally, Rotaract is
a very welcoming, tight-knit group that always has each person’s best interest at hand. There is no
individuality in our group because we believe that working together using multiple ideas and brains is the
best way a group can function. (See Evidence #42: Rotaract/Rotary Logo).

concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate knowledge of HDF 413 Exploring Leadership Book Kolb’s Experiential Learning Model is a four-stage learning cycle in which a learner “touches all the bases“ in
the Experiential Learning Model (Kolb) Outside Research their leadership learning techniques. These four steps include Concrete Experience (doing/having an
SOLC Retreat experience), Reflective Observation (reviewing/reflecting on the experience), Abstract Conceptualization
(concluding/learning from the experience), and then Active Experimentation (planning/trying out what you
have learned). Something unique about this model that there is no exact starting point to this model. You
could start at active experimentation and go all the way around the model and still have an effective style of
leadership.
This model then goes a bit further into the Processing Continuum (how we approach a task) and the
Perception Continuum (our emotional response, or how we think or feel about it). There are also four new
terms that are added that combine two of the previous stages together. There is Diverging (feel and watch),
that is between the Concrete Experience and the Reflective Observation. Next is Assimilating (think and
watch), which is between Reflective Observation and Abstract Conceptualization. The next one is
Converging (think and do), which is the middle between Abstract Conceptualization and Active
Experimentation. Finally, there is accommodating (feel and do), which is in between Active Experimentation
and Concrete Experience. This model is something teachers/professors could potentially use to deeply
evaluate the learning styles that are available to the students. If a student is not getting the proper learning
opportunity, this model can be used to find a better alternative to what they are learning about. (See
Evidence #45: Kolb’s Experiential Learning Model). (https://www.simplypsychology.org/learning-kolb.html)
46. Student will describe personal N/A Summer Camp Job at Home Over the past two summers, I took a job as a camp counselor for kids ages four to fourteen, and I was their
application of the Experiential Learning leader, or “coach” as my boss said at the beginning of our trainings each year. There is one time in particular
Model (Kolb) that I truly felt the Kolb’s Model of Experiential Learning came about. It was my first summer at the camp and
I was tasked to lead the baseball camp alone, which I had never done before this point. Even though I knew
how to play baseball, I was still at a loss for what to teach these children. So, the first day as the lead I
tested out what I felt would be the right idea for the camp, which was not that successful. The Concrete
Experience I thought about for the first day was to just throw the ball to each other for the first day. Yes, that
did help them, but these kids wanted to learn more about baseball and be able to play games and have fun
with the sport. When I went home that night, I asked myself, “what can I do better tomorrow?”, and “what
should I do to make these kids love baseball more?”. I came up with some ideas such as letting them hit off
a tee and throwing groundballs/pop flies to them. Then I thought, “so what do I do from here?”. I had two
other co-counselors that were able to help, but this was like my time to shine and be that big influence on
these kids. The next day I went in and experimented with this way of coaching, and sure enough it was
super successful. The kids were so happy learning different types of drills and activities. My boss came up
to me at the end of the week and said all the children’s parents loved how the camp was run for the week,
which was an extreme confidence booster to me. That week led to my decision to go back for another
summer, and thanks to the Kolb’s Model of Experiential Learning, I had another great summer this past one
because of it. (See Evidence 46: Teamworks Northborough Logo).
47. Student will show knowledge of the HDF 190 VIA In HDF 190, I learned about the social change model. The class also got assigned groups to do a project
“Social Change Model of Leadership about a current social issue. The model is based off of three values: Individual, Group, and
Development” by Astin et al Social/Community Values. Then, in each of the three values, there are 7 total characteristics, which are
commonly known as the 7 C’s of the Social Change model. In the Individual values section, there is
consciousness of self, congruence, and commitment. Each of these three are based on what a person
themselves can do to create and educate others on change. The first characteristic is consciousness of self,
which is being able to recognize specific beliefs, values, attitudes, and emotions that allow people to take
action. I feel as though my value of honesty fits perfectly with this one because you have to be honest with
your specific beliefs or values. The second characteristic of congruence shows what the person is thinking,
feeling, or behaving like and making sure they are consistent and genuine with their work as well. The third
characteristic is commitment, which is being able to devote yourself to a certain cause or action, as well as
being passionate for what you believe is right and staying behind your beliefs. In the Group values section,
there is Collaboration, Common Purpose, and Controversy with Civility. The first characteristic is
collaboration, which states being able to work well with others and trusting others and yourself to do the job
necessary. The second characteristic is common purpose, which is everyone in the certain group or situation
all have the same goal or need that has to be completed. Everyone is on board with completing the same
idea or topic and will work together to complete it. The third one is Controversy with Civility, which is being
able to recognize that everyone has differences and people just have to be honesty about those differences
and talk about them, so they can work them out. The Social/Community value is Citizenship, which is when
you and the group become responsible for leading a whole community and being able to gather each person
together. The Social Change Model is a very powerful model, and the voice behind the model makes for
each person to create change. (See Evidence #47: Social Change Model)
The Social Change Model of Leadership Development. (n.d.). Retrieved from
https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx
48. Student will describe personal HDF 190 Social Change Project In HDF 190, every person in the class was assigned a group in the beginning of the year and the task was
application of the above theory (Astin for them to complete a project that brought about all the aspects of the social change model. My group
et al) consisted of many talented individuals that could easily be a leader anywhere else on and off campus. The
topic we as a group chose for the project was an opioid awareness seminar and the group decided that this
one would be the best topic since some of us actually had background research on the topic. The rest of the
group was really interested in finding out more about the opioid epidemic. I did not know much about the
opioid epidemic, so going to this panel and seminar was something that I was very interested in. From the
beginning, each group member was assigned one of the seven C’s of the Social Change Model. My task was
to talk about Controversy with Civility. Now, people across the country each have their differences about the
opioid epidemic, stemming from whether there are prevention programs or not in each state. Some states do
not get the necessary funding to even have a prevention program. Yes, even though I only talked about one
of the seven C’s of the model, I do feel as though each of the seven were present in the project itself. I used
consciousness of self when going to the panel because I did not know about how accessible the drugs
actually are, so I was ready to learn about everything there was to know about them. I used congruence to
start the project because when I said I was interested in participating in this, I continued with that and wanted
to gain more knowledge about the topic. I used commitment by going to the panel on the night, paying very
close attention to all the visuals and actively listening to each panelist speak about their own experiences
with the opioid epidemic. I used collaboration when trying to put together the project with my group, we all
chipped in what we felt was necessary to the presentation and essay that we all put together. I used common
purpose, along with the rest of my group when it was time to start putting together the presentation because
we all knew that we wanted to make the presentation the best it could possibly be. Our group took the
necessary time and made sure everything went smoothly. I used citizenship when going to the panel, seeing
that each person wanted to make every person in the audience clear that if they knew someone that was in
need of the necessary help to let them know where. That resonated with me because with my value of
kindness, I feel that it is very helpful and kind to let people know of the necessary treatment options they
have available. (See Evidence #48: Social Change Project Group Photo)
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)
51. Students will demonstrate knowledge
of the Strengths-Development Model
by Hulme et al
application of the above theory (Hulme
et al)
behavior theories of leadership from
Michigan and Ohio State
application of the above theories
(Michigan & Ohio State)
Charismatic leadership
contingency approach to leadership by
Fiedler
(Fiedler)
Path-Goal theory by House
(House)
Leader Member Exchange (LMX)
theory by Dansereau, Graen & Haga;
Graen & Cashman; Graen
(Dansereau, Graen & Haga; Graen &
Cashman; Graen)
Leadership Substitutes Theory
Models of leader emergence
66. Student will describe the impact of
traits on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
(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
83. Students will demonstrate knowledge of
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 HDF 413 Readings The Model of Intercultural Sensitivity was a framework show people’s experiences and engagements in
the “Model of Intercultural Sensitivity” by Research cultural differences. There are six stages of experiencing differences. Those six stages include
Bennett and its uses in leadership Denial, Defense, Minimization, Acceptance, Adaptation, and Integration. The six stages are split up
into two categories, the first three are in the Ethnocentric category of the model, and the last three are
in the Ethnorelative category of the model.
In the Denial stage, that is where there is no thought of “other” culture. They believe that whatever
culture they belong to is the only real culture that there is. These people will act very harshly against
people trying to bring changes into their existing culture. What they know is all that should be around.
In the Defense stage, the culture the person belongs to is the superior culture of all the cultures, and
the other ones are just inferior in comparison. They are scared and threatened by other cultural
differences, so they judge other cultures, regardless of any factors that might say something positive.
In the Minimization stage, these people try to deny differences between cultures. An example would
be the people who try to be “color-blind” when examining other cultures.
In the Acceptance stage, one’s culture is experienced as one of the equally complex worldviews of
certain cultures. Although these people do accept the fact that there are a number of differences
worldwide, that does not mean they agree with them. These differences can and will more than likely
still be judged.
In the Adaptation stage, people are starting to look through differently at the world. Members of this
stage are starting to gain a different and better understanding of all the different cultures that could be
around the world.
Finally, in the Integration stage, people in this are able to move in and out of different cultural
worldviews and be accepting of everything that goes with it. However, people that are in this stage
could be dealing with issues with their “cultural marginality.” (See Evidence #89 and #90: DMIS model)
(https://www.arlt-foundation.org/blog-post/the-developmental-model-of-intercultural-sensitivity-dmis)

90. Students will demonstrate personal HDF 413 Community Service Serving a community different than your own is a great example of the DMIS model. For me
application of the “Model of Intercultural Facilitations personally, I see different cultures every time I go out and do community service and I feel as though it
Sensitivity” by Bennett is almost refreshing to see all of this. I grew up very fortunate and to this day I am still very fortunate to
have gotten what I did, and I am grateful now to still be getting what I am. Some people won’t be able
to get a college education, they might not have the best birthday/holiday presents that I could get. I
feel I would fit into the Adaptation stage of the model in this scenario because doing community service
lets you see the world through different eyes. When I participated in the Spirit of Giving, reading the list
of gifts that they were asking for was kind of eye-opening since I could easily go out and get some of
those goods myself. It again just makes me feel thankful for everything I have, and that is why I am
always more than willing to serve a community in whatever way I possibly can. This can also be said
when you are facilitating a retreat for any group. There are many different cultures that are among
certain groups and being able to experience that makes your mind open up more. It also shows how
people can be have many similarities as well.
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 HDF 190 Leadership Institute In HDF 190, I learned what it took to be an inclusive leader. I learned that to be an inclusive leader, it
inclusive leadership HDF 413 Gallup Strengths means that the leader must make it their goal to encourage each group member to participate no
Presentation for Class matter what the situation they are in entails. Even if the person is not good at the certain situation they
are participating in, the leader should encourage them to continue trying and continue working hard to
achieve the group’s goal. I feel that my top strength of Positivity fits this category because if someone
is uncomfortable or under pressure from the certain challenge they might be in, a positive leader who
will keep pushing them to succeed is what that person might need. They are always upbeat and
motivated to creating a warming and welcoming environment, so each person can feel like they are
wanted. Each person at the Leadership Institute exemplified this type of leadership since the goal was
to step out of your comfort zone and into the growth zone. For me, that was when our team did our
climb over the wall, and at first, I was scared to try it, but every person in my group made me feel safe,
wanted, and welcomed, I felt like I belonged. That is when I wanted to take inclusive leadership into my
own life and hopefully do as great as everyone I have worked with in the past. So, as I continue along
my leadership path, I will always be the inclusive leader that I have looked up to throughout my
leadership experiences thus far. (See Evidence #97: LPI)
In HDF 413, I took what I learned from HDF 190 and expanded my knowledge on the topic of
Inclusive Leadership. I was tasked with three of my other classmates to create a presentation
on Inclusive Leadership and all the factors that are involved with it. We discussed one of the
important theories that is involved with this topic, then we went into the necessary skills that

are involved with this, then the related concept that goes along with Inclusive Leadership, and
finally we came up with a creative activity that was very unique.
The important theory that we discussed was the Relational Leadership Model. The components
of the model include “Purpose, Inclusive, Empowering, Ethical, and Process”. Those five
components have an overarching theme of “Knowing, Being and Doing”.
There were three necessary skills that we came up with pertaining to Inclusive Leadership. The
first one was Inclusive Language. This skill is something that I did not know before I got to
college, but knowing it makes everything so much better. One main theme that stood out to me
was “Be mindful of Language” because using a gender-specific word can sometimes be
offensive to a person. Using gender-neutral type words such as “Y’all” or “Everyone” is better
than saying “Guys” or “Ladies”. The next skill is non-verbal communication. Non-verbal
communication is more than just sign language, it can be the facial expressions a person
shows, or the head and hand movements that someone uses. It can also be the posture and
sounds that are shown by the person. These are all ways to show someone that you are
actually listening to what they are saying and not blowing them off. The final necessary skill
that we discussed was Open-mindedness. Having an open-mind lets you explore the world of
thoughts and actions in a completely different light, mainly because you are not judging a
person by the way they look or the way they act. Giving people a chance to show themselves is
something that I always do, because I believe everyone can be a wonderful person (barring
drastic exceptions to that). I always give people a chance, because that is what I would want
others to do for me because I sometimes can come off different than I actually am.
The related concept that went along with Inclusive Leadership was Equality v. Equity. Equality
does sound like the better word but having an equal standing can be sometimes a bad thing.
For example, in our presentation we brought up a graphic that showed people each on blocks
watching a baseball game. They started on one block each (Equality) and the smallest person
could not see over the fence to watch the game. But, when the tallest person gave the smallest
their block, that is when the equity came in. Everyone could see the game finally, and that is
what equity is all about.
Finally, we as a group decided that we wanted to find a new activity that would be a fun one and
interesting one for sure. We decided on one called potato friends which let every person get a
potato and start to gain a connection with it. Once they did we asked for them back and we
would start randomly placed them on the ground and asked them to find their potato friend. It
was an activity to see how they would describe their new friend and see that you should give
every person a chance, no matter how they look, or the way they act.
So, after all of this, my new personal code would be part of the quote that stood out to me the
most “Be mindful…”, because once you think everything through, the choices you have made
will almost always be the correct one. That also goes for faclilitating too because you need to
mindful of the group you may be facilitating a retreat for. There may be tension in the room
with some members for reasons out of your control, so you just need to go into it with an open
mind and happy ideas and thoughts. (See Evidence #97-A: Potato Friends)
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
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 HDF 190 Group Activities in Class In HDF 190, we were challenged to go out of the class to research some topics for the learning
decision making methods outcomes. While doing research on the topic of five decision making methods, the five that I found
were voting, ranking, scoring, multiple votes and voting rounds, and iterative convergence (Delphi
Method). For the first aspect, voting, this is an easy way to come up with a group decision. And there
are two ways to vote, the group can either raise their hands to tally totals of the choices or they can
choose if it is a 50/50 decision. Yet, that could potentially cause some issues because people might
choose to go with everyone else. So, MeetingSift, which is the research site, they do anonymous
polling. The second aspect is ranking, which means to the group can modify the results of a certain
test to see where each option matches up against each other. MeetingSift uses a technique where
they have it ranked right as the results come in, so they can come up with the conclusion on the spot.
I feel as though when we did the project with the colored dots, we were challenged to rank our
strengths and values based on what was portrayed on the screen. The third aspect is scoring which
states that the group will be able to score each aspect being judged on a 1 to 5 scale. When the group
is able to rank them, they will be able to see where the weaknesses or strengths lie in a certain option.
The fourth aspect is multiple votes and voting rounds, which states that people can use more than one
vote, and they are not subject to a single choice. People will be able to choose options based on what
is available, and new votes or options can be chosen right on the spot. The final aspect what is called
the iterative convergence, or the Delphi Method, which states that people can give anonymous
answers to the other group members and then after each “round” the group can modify answers to
come up with the overall topic. (See evidence # 102 MeetingSift Introduction)
(Source: meetingsift.com)
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 Speeches for Communications During HDF 190, as a class we were taught the proper way to use our active listening techniques. The
active listening techniques COM 100 Speeches for Leadership Course technique was taught at the HDF 190, or FLITE, class retreat, where each student taking the class for
HDF 413 FLITE Retreat the leadership minor go and learn more about certain leadership aspects. We were told that to be an
Presentation for Inclusive active listener you have to be focused and not staring off into space, you have to listen carefully to
Leadership whoever is talking. Every time an important piece of a speech or a direction is said, a person is
supposed to always nod or acknowledge the speaker to let them know they are listening completely to
what is being said. In order for the audience to be paying full attention to the speaker, they should have
no distraction. That would include not using their phones or any electronics while someone is speaking,
as well as not having other side conversations with students while the teacher or another student is
speaking. In HDF 190, we had two different types of presentations, which included an individual
speech and a group presentation. It is best to practice these techniques with peers, because they will
feel very comfortable when everyone is actively listening to what they have to say. Also, in
communications (COM 100), we had informative speeches individually and in groups, so I used my
active listening skills to understand all of the ideas people were passionate about and wanted to talk
about. (See evidence #109: Active Listening)
In HDF 413, I created a presentation for Inclusive Leadership. One of the necessary skills for
this type of leadership is Active Listening. There are many aspects to Active Listening/Non-
Verbal Communication. Both of these topics realistically go hand-in-hand because they all
have to do with paying attention to the topic at hand. There are ten topics under the category of
Non-Verbal Communication, but there are a select few that are important for the topic of Active
Listening. Your appearance/facial expression is one of the top ones. Say if a group is doing a
presentation and you disinterested and like you do not want to be there, it is going to make the
group feel as though they are doing something wrong. A good way to fix that is to have a smile
on your face and make sure you are paying attention throughout, because that other group has
to sit through your presentation as well. I know as a presenter I would want everyone to
feel/look entertained and not bored, so I should return the favor for them. I feel as though the
biggest aspect to active listening is your head movements. Since it is inappropriate to be
talking through a presentation, a good way to show that you are listening is to nod your head
each time they make a very compelling point in the presentation. It shows the group that you

are hearing what they are saying and are interested in learning more about what their topic is all
about. (See Evidence #109-A: Non-Verbal Communication/Body Language Chart)
110. Student will describe examples of using HDF 190 Speeches in each of the two target In HDF 190, we all prepared speeches individually for the Servant Leadership Model, what it meant to
active listening skills COM 100 classes us, and how we planned to use it in our future endeavors. Some people love to get up and talk to
BUS 355 Class Presentations classes about certain issues and are not afraid at all, as other students are petrified about getting up
and talking in front of people. Public speaking can be very scary, depending on the audience that is in
front of them, which is why practicing the active listening techniques we were taught make the
presenters be at ease when they are presenting. People are paying attention, which I feel can give a
good vibe off to the presenter. That could give them the ability to feel a little more comfortable and
happy because they could be scared and nervous to be up in front of a class.
In COM 100, I applied the same skills that I did in HDF 190 to listen carefully to every presenter. I
realized how hard I worked on the project to show everyone the specific topic I chose, which was
varicose veins. Those affect me in my everyday life, and I would want people to know more about
something that can be harmful to many people. If someone wanted me to know something important in
their lives, I feel like I could use my active listening skills to really grasp what everyone is talking about.
(See evidence # 110 COM Speech)
Like I said in a previous outcome, as a class for BUS 355 we were tasked to create a
presentation on a company and their supply chain habits. Going into the project deeper, we
had to create a twenty-minute presentation on all the supply chain topics we had learned about
throughout the entire semester to that point. After the first few classes for presentations, they
get kind of repetitive and drawn out because we have already learned about this information for
our own project, yet we still were listening to final presentations.
I, however, still felt that I needed to pay attention to each of the groups presentations because I
know that the other students had to listen to my project, so I should return the favor to them.
The ways that I helped myself with active listening was to put both my laptop and phone in my
backpack and pocket respectively, so there were no distractions from the presentations. When
I had to present, I know it made me frustrated when I saw a group of students in the classroom
were not paying attention. They were talking the entire time and were on their laptops, which
was brought up to them after that day of presentations. It is frustrating to do all that work and
have people nearly talk over you the entire time because they did not care about the topic we
were talking about.
After watching that happen, I knew I did not want to have another group feel like that because I
am a nice person and did not want to get in trouble, so I tried everything I could to get myself
into the presentation by using my active listening skills that I learned throughout all my
leadership classes thus far. I am learning a great amount more about certain companies and
topics of supply chain that I did not know before the presentation started, all thanks to the
active listening skills. (See Evidence #110-A: Picture of Front Cover of Supply Chain Book).
functions of group communication by
Hirokawa
112. Student will describe personal application
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 MTH 142 Study Group While participating in my study group for the past few weeks, the group and I are challenged to give our
and accepting feedback. tutor for the group answer to the questions that he will put on the board. Everyone that either gives a
correct or incorrect answer is given feedback as to whether or not they got the correct answer. Each
time that I answer a certain question, whether it is right or wrong, I give a certain type of feedback by
answering the question. The tutor is then challenged to help me out to either fix the problem by giving
the proper feedback for the answer or to give feedback on continuing on with the certain topic if the
question was answered correctly. Once I give and accept feedback in the tutoring session, I then bring
all the knowledge that I have learned into the class, which is Calculus 2. When the class starts learning
about more challenging and tough subjects, and knowing each subject builds off of each other, I can try
my best to give the necessary feedback to my professor on whether I know the subject or not. For
example, learning the skills necessary for the exams the class takes can give the professor feedback
on how much we have learned or what more all of the class need to figure out, Then, with his
knowledge, he can give each student that he has the correct feedback as to what they are doing well
with or what they need to improve on. Then eventually each student, including myself, will improve on
the subject they are struggling with and then they will keep building on the subject that they are each
decent at. So with my knowledge from the study group, I will eventually be able to give more feedback
as I move further along with my mathematics career. (See evidence #114 Quiz)
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
120. Student will demonstrate proficiency of HDF 413 Musically Inclined Retreat Going into my first actual retreat for facilitation, I was very nervous because I had never run activities
facilitation techniques Camp Counselor for people near my age, so it felt weird that I could actually bond with them more on an adult level.
SOLC When I was/am camp counseling over the summer, it is difficult to try and reason with the children
because most of them do not understand why you would do somethings. For example, towards the
end of this past summer, I was trying to have a serious conversation with one of the kids because he
had been being inappropriate all day and even the past week when I had him in my group, and he was
confused why he was the only one being singled out by me. That truly was not the case, I was just
trying to understand why he was never listening to me.
Anyways, with that being clarified, it was welcoming that the group I facilitated the retreat for was very
happy and full of energy. It was still definitely nerve-wracking trying to facilitate because I did not want
to mess up when I was speaking or trying to describe the activities because we learn in SOLC some
guidelines of what to and what not to say when describing all activities. As a facilitator you do not want
to confuse your participants because since there is a time “limit” on each activity, so you do not want to
spend ten minutes on the description.
My first facilitation was Tweener, which is a very easy activity to participate in, but the description can
get sort of confusing just because there are not too many rules to it. So, people are going to ask
questions about other ideas that might not necessarily need to be in this specific activity. Thinking
back at the event, I feel like after learning all the techniques made me more confident in running the
activity. Facilitating an activity for a group of almost adults is much different than running games for
children all day. I have never been nervous to run games for camp, but the times that I have facilitated
for either a retreat or class, I have been extremely nervous. Being able to clearly describe how to
participate, then the guidelines for when the ball either went through someone’s legs or over their
shoulders, and finally asking those specific questions and being able to hold conversations with them
about those really made me feel confident in my facilitation skills. (See Evidence #120: Retreat
Agenda).
121. Student will demonstrate knowledge of de-
briefing techniques

122. Student will demonstrate proficiency of de- HDF 413 Rotaract Activities Watching everyone in SOLC facilitate is one thing, the debrief of any type of activity might be the most
briefing techniques Facilitation crucial part of any retreat. It lets every person let out what could be wrong for their group and we are
SOLC Activities there to steer the conversations in the direction that they need to go into. It is important to ask
questions that can keep the group engaged and try to get their less talkative people sometimes to open
up about what they saw and what could potentially change. I know my first retreat I participated in
through the Rotaract Club I was not that talkative in the debriefs, because I did not totally understand
what exactly to say. Now, learning about all of these debriefing strategies, which include the “Why?”
and “Now what?” type of debrief. A common and basic question could be, for example, if a group
needed to fix their communication skills, “why do you feel there are issues in the group’s
communication?” A facilitator can also add on to that after a couple answers to see how much they
could build on that, maybe find a breakthrough for the group. Then, the “Now What?” question could
be “Now, what can you all as individuals do to create a more comfortable environment for
communication to start progressing in the positive direction?” Both of those questions get the group’s
emotions up and the room could get a little hostile if there is an actual issue in the group. That is when
the facilitator would try to steer the conversation somewhere else without fully stopping the current
conversation. But, if it is just for improvements, the facilitator is just there to watch over what exactly is
going on, so the conversation will flow smoothly until a lull in it.
My first attempt in a debrief was after our first event, and it was a very dry conversation because no
one really wanted to say much about it. For me personally I would want to say everything that went
well about an event and tell the people that could not make the event about it. The way I fixed that
conversation was trying to get a little ice breaker in to make everyone feel comfortable with each other
before we went to more questions. Once that happened, the conversation started moving along a little
bit faster and cohesive. I was able to actively listen to the conversations being had and it was
successful for me in my mind. Thanks to SOLC, I was able to lead my first debrief outside of the
classroom/retreat settings. (See Evidence #122: SOLC Shirt).
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
126. Student will describe personal application
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
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people

131. Student will describe personal examples of N/A Red Robin Working in customer service does in fact have its positive aspects, but a majority of the people would
using techniques to work effectively with say that is a negative. The customers can sometimes come off as rude and difficult to be around,
difficult people event their coworkers can be difficult to be around.
I work at Red Robin and have been there for about 6 months now, and I have had to deal with my fair
share of difficult people. Over Thanksgiving break we had a customer come in wanting a table for
thirteen people, all teenagers or older besides one of the children. We were very busy on that specific
day because it was a Saturday night and a great number of big groups were coming in because their
friends/children were starting go head back to college for the last few weeks that they had left before
Winter Break. I told the person that we would look into how we could fit thirteen people in the same
area, but when I said that she decided to take it upon herself to go into our restaurant and pick what
table she wanted. When she came back up to the Host stand, she asked me if she could have those
tables. I told her that no server was in charge of those tables for that night and she would have to wait
longer. Then when one section opened up and I could fit the 13 people there, one of the servers
refused to take the table. I was very frustrated with that server because I needed to quickly find a
place for this customer to go.
So, I brought out my manager and asked what I should do about this issue. They told me to just ask a
different server to take the tables that she wanted since the stereotype “the customer is always right”
holds true at every restaurant. We finally got them seated and about 5 minutes later I turned around
and sure enough they were sitting at another table in a different section of the restaurant. The most
frustrating part to me was the fact that she would not listen to me.
I feel as though being calm in the situation was the best way to deal with the difficult customer that I
had to deal with. (See Evidence #131: Red Robin Logo).
132. Student will show knowledge of the stages BUS 341 Lecture Notes Through my studies and my experiences in each of the two target classes, I have gained a better
of group development (Tuckman/Tuckman HDF 413 understanding of the Stages of Group Development, or Tuckman’s model. There are five stages to
& Jensen, Bennis or others) Tuckman’s model, which are Forming, Storming, Norming, Performing, and Adjourning. Something
interesting with this model that it is not totally weird for a company or group to go backwards in the
model to retrace their steps on what they had totally worked on.
The first stage is forming, this is where the team starts to get to know each other and their roles that
they must take on. They must also establish ground rules right off the bat as well as establish set
timelines for certain part of the project to be complete.
The second stage of the model is Storming, where they start discussing their ideas, go into negotiation
over certain issues, and resolve any conflicts that may come up from those negotiation. Each member
of the group still is acting in the sense that they are individuals and not a part of the group quite yet.
They are resisting to be controlled by the group “leader”.
The third stage of Group Development is Norming. This is now the stage that the groups start realizing
that they are a team and can start working together to get to a common goal. The people within the
groups must realize however that other’s viewpoints need to be heard, which is easier to allow now in
comparison to the first two stages.
The fourth stage of Group Development is Performing, which is when a team is working as a collective
unit and not even thinking about what roles each individual might hold in the group. They are excited,
happy and trusting of each individual in the work group.
The fifth and final stage of Group Development is Adjourning, which is when the team looks back at
their accomplishments and comes up with a conclusion as to what might have gone well or what could
have gone better. For the people that might be leaving now, there are transition plans in place to keep
the team in a solid state. The group might also recognize all those members that are leaving and show
them how important of an impact they had on the team. (See Evidence #132: Tuckman’s Model)
(http://wheatoncollege.edu/sail/leadership/student-involvement-handbook/strengthening-
group/leadership-teambuilding/)
133. Student will describe personal examples of HDF 413 Tarp Activity During one of our classes for HDF 413, we were tasked to, as a group, try to maneuver different sized
group development in use objects through a maze and put them through different sized holes throughout the maze. So, before we
started the activity, we jumped right into the storming faze since we already had our group set out for
(Tuckman/Tuckman & Jensen, Bennis or us. My mind was always thinking how we could maximize our effort and get the task done in the
others). shortest amount of time. I did not want to say anything until we went through everyone else’s ideas
first. And the fact no one was listening to what I had to say really did not help that either.
We reached the norming stage once everyone started listening to different ideas and actually working
together as a collective unit. Then we quickly transitioned into the Performing stage of the Group
Development. We tried something different from what was not working and actually communicated very
well. In the end, we ended up having a successful time with the activity. In this specific activity, there
was no formal Adjourning stage, however we did have a small debrief at the end to try and figure out
what went well and what went wrong. (See Evidence #133: Tarp).
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
137. Student will describe personal examples of HDF 190 Social Change Project In HDF 190, I was assigned to a group with 6 other students towards the beginning of the semester
membership skills in use and that would be our group for the entire year. Throughout the semester, our group was challenged to
cooperate on multiple occasions, which stemmed from just in class small group activities and talks, to
challenges such as building marshmallow and spaghetti towers in about 20 minutes. Communication
was a main strength for our entire group, we would never be short of words to say to each other and
every time we would get together, we would bond greatly. I feel just having myself open up to all of
them and having fun in whatever I did made my membership in the group worthwhile. When it came to
Social Change Project, it was an amazing experience because throughout the entire project we all
connected very well. Every time we had the chance to we would get together and just bond with each
other. Especially the night of the opioid awareness presentation, all of us walked to the presentation
together and then talked for a while before the event actually started. Then working on the projects was
even better, since we all just talked and talked about whatever, keeping the fact that we had a project
to complete. Even after we would finish something for the project, each of us would have more work to
do and all of us would complete that work together. I feel I exhibited so much improvement in my
membership skills working in these small groups because in past group work opportunities I would not
get that involved, but with this group I felt welcomed and heard with everything I put out there, no one
would shoot any ideas down and everyone had an equal say in what the specific topic we were working
on. Being able to express ideas, cooperate, and be welcoming is the way I utilized my membership
skills. (See Evidence #137: Social Change Presentation)
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the HDF 190 Informative Speech about Varicose In COM 100, the class worked for weeks on how to properly construct either an informative or
construction / elements of informative and COM 100 Veins in COM 100 persuasive speech. To conduct a professional informative and persuasive speech, a person must
persuasive speeches construct a general purpose for the speech, then have a specific topic for the speech, move onto the
thesis, and finally start the speech with the main body. For the general purpose of the speech, there
are three specific forms that a speech can take which include to inform, to persuade, and to entertain.
In order to inform the audience, the speaker must send a message, teach the audience on the topic,

and provide data on the specific example. In order to persuade the audience, the main purpose is to
persuade or influence the audience and change the attitude or behavior on the certain behavior. In
order to entertain, or have an evocative speech, a person must be able to relate with the audience and
connect with them as well. Next, choosing a specific topic might be difficult, but for my informative
speech in COM 100, it was quite simple. The class was assigned a speech about whatever they were
passionate about and had to speak on the certain topic for about 7 minutes. I chose varicose veins
because I am affected by them and a few of my family members were as well. Next, the speaker must
construct a well worded thesis that leads them into the specific topic. Before the speaker goes into their
main body, they must choose whether to state the speech in a chronological order, spatial pattern,
cause/effect, problem solution, or topical pattern. The most common one is chronologically, which is
what I used in my speech. Then finally, the speaker must move into the main body that includes 3
points with two or three sub points within the three main points. Then, the student will finish the speech
with a general closing that recaps the main aspects of the speech. (See Evidence #140: Notes)
141. Student will demonstrate proficiency in HDF 190 COM 100 Speech For my COM 100 speech, I talked about varicose veins and what they actually are, the causes,
informative and persuasive public speaking COM 100 symptoms, and how to help alleviate the pain caused by them. The objective of the entire speech was
to inform the class about a specific topic that either affected them or was very important to them. For
me, I actually have varicose veins, as did my mom, so it was easy to choose a topic to talk about.
Varicose veins actually have an effect on about 35 percent of the people in the United States, but even
with it being common, it is very fixable. To continue, the class had to speak around 7 minutes about
their specific topic, all to inform them about what their topic was. It was very specific right from the
beginning that the class could not use a persuasive speech topic, meaning they could not influence
them to do something or go change something or even go help a cause. If after the speech they
wanted to help the specific cause, then they could do that, but the student speaking could not alter the
others’ decisions. For my speech, all I wanted to talk to the class about was what exactly the veins
were because every person might have heard about them before, but they might not exactly know what
they are and where they stem from. People might also have been misinformed about varicose veins as
well because even if they can see their veins in their legs or ankles, it does not mean they have
varicose veins. I feel that throughout the 7-minute presentation that I demonstrated my points very
clearly and concisely, but I got my main points across proficiently. (See Evidence #141: Social Change
Project Presentation)
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


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LEADERSHIP

Name: Jared Keeman

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

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CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

 Leadership theory and

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Black Font – HDF 190

Blue Font – HDF 413

BOLD IS REVISION OF OUTCOME

Outcome Category: Self-Leadership

2. Student will demonstrate personal,

Outcome Category: Leadership Theories

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43. Student will show knowledge of the

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Outcome Category: Critical Thinking

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Outcome Category: Interpersonal and Organizational Concepts & Skills

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