LEADERSHIP DEVELOPMENT Outcomes & Evidence Progress Inventory*

MINOR IN LEADERSHIP STUDIES

Center for Student Leadership Development Memorial Union University of Rhode Island
Name: Tyler Inkley Date Enrolled: Fall 2013 Date of Graduation: Spring 2017
*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.
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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

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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 (Komivies, 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 deans 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.
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CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course 3 credits HDF 190: FLITE
or

Class options

Notes
Only offered in spring for first-year students Offered Fall and Spring for sophomores & juniors Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship experience for graded credit

HDF 290: Modern Leadership Issues Internship 3 credits HDF 417: Leadership Internship
or

Experience through Office of Experiential Learning & Community Engagement

or

Internship Class in Academic Major Capstone 3 credits HDF 412: Historical, Multi-ethnic & Alternative Leadership
or

The only time the major and minor can overlap Offered only in the fall with preference given to seniors Offered in the spring and summer with Dr. Leatham Offered in the fall and spring with Dr. Cooper Must be in Honors or have GPA of 3.3 Taken last spring semester of enrollment (some exceptions)

COM 402: Leadership & Motivation

or

BUS 441: Leadership Skills Development

or

HPR 411/412: Honors Senior Seminar Portfolio 1 credit HDF 492: Leadership Minor Portfolio

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 BUS 341: Organizational Behavior BUS 342: Human Resource Management BUS 441: Leadership & Motivation (capstone option) BUS 443: Organizational Design & Change BUS 448: International Dimensions of Business BUS 449: Entrepreneurship COM 100: Communication Fundamentals COM 202: Public Speaking COM 208: Argumentation and Debate COM 210: Persuasion: The Rhetoric of Influence COM 221: Interpersonal Communication COM 250: Small Group Communication COM 302: Advanced Public Speaking COM 308: Advanced Argumentation COM 322: Gender & Communication COM 351: Oral Comm. in Business & the Professions COM 361: Intercultural Communication COM 383: Rhetorical Theory COM 385: Communication and Social Influence COM 402: Leadership and Motivation (capstone option) COM 407: Political Communication COM 415: The Ethics of Persuasion COM 421: Advanced Interpersonal Communication COM 422: Communication and Conflict COM 441: Race, Politics and the Media COM 450: Organizational Communication COM 461/462: Managing Cultural Differences in Organizations CSV 302: URI Community Service GWS 150: Introduction to Womens Studies GWS 310: Race, Class, Sexuality in Womens Lives GWS 350: International Womens Issues HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) (introductory course option) HDF 290: Modern Leadership Issues (introductory course option) HDF 291: Rose Butler Browne Program Peer Mentoring Program HDF 412: Historical, MultiEthnic, & Alternative Leadership (capstone option) HDF 413: Student Organization Leadership Consulting HDF 414: Leadership for Activism and Social Change HDF 415: FLITE Peer Leadership HDF 416: Leadership in Organizations HDF 417: Leadership Minor Internship HDF 437: Law & Families in the U.S. HDF 450: Introduction to Counseling HPR 118: Honors Course in Speech Communications HPR 203: The Prepared Mind HPR 412: Honors Seminar (capstone option) MSL 101: Introduction to Military Leadership MSL 201: Leadership & Military History MSL 201: Military Skills and History of Warfare MSL 202: Leadership & Team Building MSL 301: Leadership & Management PEX 375: Women in Sport Contemporary Perspectives PHL 212: Ethics PSC 304: Introduction to Public Administration PSC 369: Legislative Process and Public Policy PSC 504: Ethics in Public Administration SOC300/WMS350: Women and Work THE 221: Stage Management THE 341: Theater Management Leadership Inventory Revised 8/30/2013 4

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 Self care Self discipline Perseverance Develop and maintain family, interpersonal, and intimate relationships Academic, social, personal goals and objectives

1. Know Yourself
Lead Others
Strengths Weaknesses Values Needs Styles o Learning o Teaching o Personality o Membership o Leadership

PROGRESS

P R O G R E S S

4. Develop and Refine Skills

Leadership theory and practice Communication Group Development Inclusion Citizen Activist Skills Critical Thinking Teaching and Programming

RE-EVALUATE former stages as you progress

P R O G R E S S 3. Broaden Your Perspectives Understand others

Hierarchy of needs Racial, cultural, gender, sexual orientation, religious, class, ability, etc. diversity and commonalities Power, privilege, oppression, liberation; individual and institutional discrimination

PROGRESS

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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 assignmen ts 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 lettersanything 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.

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Outcome Category: Self-Leadership

Outcome Target class
HDF 190

Additional Experiences
Leadership Institute, HDF retreat, Transition into college

Descriptive notes regarding learning and practice

At events such as the institute and the retreat I opened up to my group about many controversial subjects and I made sure to not compromise my values. Although at first I was hesitant, I found that my beliefs were accepted regardless of what they were. This leads me to believe that I should never have to compromise by personal values or beliefs for anyone in order to get someones approval. For example, my top value of honesty really speaks to me when I look at this outcome. By being honest with myself and those around me, I can look easily handle my reality. Because of this top value, the transition into college was very easy for me because I was very honest with myself. (See Evidence #1) In the first semester of college, It was essential to have self-discipline when making decisions. In order to make good decisions, I had to set my priorities straight. For example, I couldnt go hang out with the team If I hadnt gotten all my work done. Or I couldnt go to practice if I was feeling sick at all. These types of decisions demonstrated my self-discipline. As a specific example, I had a very tough time in PHY 203 my first semester of college. After realizing that this was going to be a tough class, I made sure to set a side a lot of time in the week to study for this course. Even if it meant sacrificing a practice or a night out with the team, I realized that I had to self-discipline myself in order to succeed in my academic life. (See Evidence #2) Unfortunately, I have a very short temper, This is something that Im trying to deal with and so far I have been making significant progress. For example, in a game of Rugby it can be very easy to get riled up. However, I have managed to control my anger during games and channel it into my performance. This can also be applied to my classes. Getting a bad grade on an assessment that you felt prepared for can be one of the most frustrating things ever. However, I have learned that instead of getting down on yourself and giving up, it is much more beneficial to use this exam as an example and to think back on it while studying even harder and longer for the next exam. By channeling this frustration into studying instead of becoming disheartened, much more can be achieved by managing these emotions. (See Evidence #3) The first semester of college really tests ones stress management methods. With a full course load and practice three nights a week, I definitely felt stressed and had to resort to some of these methods. Personally, Ive always believed in the saying Action relieves anxiety. Therefore, whenever I felt stressed, I would make a list of what I needed to get done, and simply jump right in. In addition to getting things done though, I would make sure I set aside time to relax and kick back a little bit in order to remain productive when I had to. Lastly, I would also make sure I was eating enough and getting enough sleep. For example, If I knew I was traveling one weekend to an away game, I would make sure to get all my work done for the following Monday done before I even left in order to ensure that I would be stress free while traveling and play at my highest level of performance. (See Evidence #4) During my first semester, I took an introductory theatre class where I had to act in a play on top of the rest of my course load. Although I enjoy theatre, I felt at some times as if this was an unnecessary stressor in my life. However, I was able to fully participate, fully enjoy myself, and get a lead role in my play through my ability to manage stress. I set aside time during the week to learn lines, songs, and blocking queues. Through time management and relieving anxiety through action, I was able to handle the added stress while also having fun. In addition, by utilizing my strength of responsibility, I was able to hold myself responsible for managing my time and making sure my stress level did not get too high. (See Evidence #5) I express a personal code of leadership by trying to demonstrate my leadership qualities in everything I do on a daily basis. I express a personal code of leadership and membership ethics by taking pride in the minor and trying to be as involved as impossible. In addition to things within the minor, I also try to demonstrate these ethics when it comes to scholastics and rugby. For example, I try my best to use my
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1.

Student will demonstrate autonomy and a minimized need for approval

2.

Student will demonstrate personal, organizational, and academic examples of self-discipline

PHY 203

HDF 190, Classes, Rugby

3.

Student will demonstrate the ability to manage emotions

HDF 190

Rugby, Relationships, Classes

4.

Student will demonstrate knowledge of stress management methods

HDF 190

Classes, Rugby, HDF retreat

5.

Student will demonstrate the ability to manage stress

THE 100

All other classes, Leadership Institute, Rugby

6.

Student will express a personal code of leadership / membership ethics

HDF 190

Leadership Institute, HDF retreat, Welcome Days, Rugby, Classes

7.

Student will demonstrate practice of the personal code of ethics

HDF 190

Leadership Institute, HDF retreat, Welcome Days, Rugby, Classes

8.

Student will express a personal values statement

HDF 190

HDF retreat, VIA Character Strengths Profile, Classes, Relationships

9.

Student will demonstrate practice of the personal values statement

HDF 190

VIA Character Strengths Profile

10.

Student will demonstrate the ability to lead a project from start to finish (followthrough)

HDF 190

Learning Contract, Classes

11.

Student will describe goals and objective statements regarding personal issues, career issues, and community issues

HDF 190

Learning Contract

value of judgment to express my personal code of ethics. By applying this value, it means that I think things through and examine them from all sides. In addition, I dont jump to conclusions and only rely on solid evidence to make my decisions. This means that I try my best to see things from many different perspectives in order to achieve a morally sound code of ethics. (See Evidence #6) In everyday life, I try my best to use the five ethical principles in decision making in order to demonstrate the practice of a personal code of ethics. This means that I respect autonomy, do no harm, benefit others, be just, and be faithful. I find that by following these ethical principles that I truly demonstrate the practice of the personal code of ethics. While this topic was brought up in the class of HDF 190, I find that I have to use my ethical principles in everyday life. For example, at the welcome day that I worked at, I talked to a very diverse group of people. I had to use my personal code of ethics in order to make sure I was as welcoming and kind as I could be to every person I met. (See Evidence #7) After taking the VIA Character Strengths Profile, I began to take my top five values of honesty, kindness, judgment, humor, and love very seriously. I noticed them more and more in my everyday life during talks with friends or even classes. Therefore, I decided to make my personal values statement the effort I put into everyday to use my values for the good of society and those around me. For example, I took a heavily value-based approach when it came to many of the topics brought up during the HDF retreat. Many of these topics were controversial, but by mixing my top value of honesty and my second top value of kindness, I found that it was easy to state my opinion while also keeping others in mind. ((See Evidence #8) In HDF 190, an assignment was given to complete a values assessment that would give a person their top five values. After taking this assessment, I was very pleased with my results and took pride in my values. My top five values were honesty, kindness, judgment, humor, and love. With these values in mind, I found it simple to utilize them in my everyday life. For example, I try to use my top value of honesty everyday. Whether it is talking to friends or family, speaking the truth, or simply living my life in a genuine and authentic way, I try my best to me the most honest person I can be through a genuine personal values statement. (See Evidence #9) In HDF 190, an assignment was given where students had to lead a project from start to finish. This assignment was called The Learning Contract, and for my learning contract, I became treasure of the rugby team. As only a freshman, this position brings on many more responsibilities. I am responsible for collecting dues from each player as well as controlling and collecting money from club events. The first event I had to attend as treasurer was the CSIC meeting pertaining to club sports funds. At this meeting, the matters discussed included the overall budget, the election of new executive members, and the future of the committee. While I completely my learning contract be becoming the treasurer, my responsibilities for the team are nowhere from being over. My next big task is to secure a sponsor for our club. However, my becoming treasure of the ruby team and representing the team at the CSIC meeting, I ultimately demonstrated the ability to lead a project from start to finish. (See Evidence #10) While starting to work on the learning contract for HDF 190, the first part of the process was to think of an objective and or goal that would exemplify leadership. For my learning contract, my initial idea was to become the CSIC representative for my rugby team. As CSIC representative, I would attend all the CSIC meetings in regard to Club Sport Budgets and the rugby budget specifically. Unfortunately, this position had been filled by the time I was trying to get nominated. However, I was instead able to become the treasurer of the team. As treasurer, I had many more duties and responsibilities than as CSIC representative. I still had to attend the budget meetings while also being responsible for collecting club dues, and controlling all raised funds. After receiving this position and performing my duties to my teams standards, I proved to myself and my team that I can handle a leadership role in our organization. With this in mind, I plan on running for president for next year and also potentially being nominated for a captain position. Ultimately, I think that this can be considered a personal, career, and community issue. Personally, I really want to prove to myself and my teammates that I can lead this team to victory. This can be considered a career issue because it helped me realize how I can effectively lead in a large team setting, something that is very important for a future engineer to be able
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12.

Student will show evidence of goals and objectives that were planned and achieved

HDF 190

Learning Contract, Outcome Inventory

to handle. Lastly, this can relate to a community issue because as either president or treasurer, I plan on making sure that the URI Mens Rugby team becomes more involved in the community through philanthropy. ((See Evidence #11) My learning contract is a perfect example of evidence of goals and objective that were planned and achieved. To start, I came up with an idea to fulfill my learning contract. My original idea was to become the new CSIC representative for the URI Mens rugby team and to represent the team at budget hearings. This new role would emphasize my leadership qualities on the team and also potentially set me up for a future role as a captain of the team. However, this did not end up being how I achieved my goal. Instead of simply becoming the CSIC representative for my team, I became the treasurer. The treasurer still attends the budget hearings, but also has many more responsibilities. I am responsible for collecting dues from each player as well as controlling and collecting money from club events. I am also currently looking to secure a sponsor for our club for the coming fall season. After I received the position and attended the meeting, my learning contract was technically complete. Lastly, I simply had to do a brief write up detailing what I did and how I did it. This annotation as well as the CSIC meeting schedule I got from the meeting supply evidence that I in fact achieved my planned goal. In addition, my entire outcome inventory is full of evidence of goals and objectives that were planned and achieved. (See Evidence #12)

13. 14. 15.

Student will show knowledge of the Hierarchy of Needs theory by Maslow Student will show application of Maslows theory to own life Student will describe personal leadership style and/or personality style including strengths and weaknesses and examples of application (Sources = Leadership style inventories, the L.P.I., StrengthsQuest, Type Focus (MBTI), LAMP, and other career inventories, etc.) Student will show knowledge of the theory of Superleadership by Manz & Sims Student will show application of Manz & Sims theory to own life

HDF 190

Gallup StrengthQuest, HDF Retreat

In HDF 190, an assignment was given to complete an assessment that would point out the top five naturally occurring strengths in a person. Through this quest, it was revealed to me that my top five strengths were learner, individualization, responsibility, intellection, and input. I feel that these strengths do a fantastic job in describing my personal leadership style. For example I really like to think that I am on a lifelong quest for knowledge and that the final outcome does not matter nearly as much as the process. Through this class and this assessment, it was revealed to me I am energized by the steady and deliberate journey from ignorance to competence. Ultimately, this class and StrengthQuest really helped me realize that my leadership style should be primarily strength based. (See Evidence #13)

16. 17.

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

18. 19. 20. 21.

Student will show knowledge of the Authority and Bureaucracy theory of leadership Weber Student will describe personal application of the above theory (Weber) Student will show knowledge of the Scientific Management theory of leadership by Taylor Student will describe personal application of the above theory (Taylor)
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22. 23. 24. 25. 26.

Student will show knowledge of the Management by Objectives theory of leadership by Drucker Student will describe personal application of the above theory (Drucker) Student will show knowledge of Theory X and Theory Y theory of leadership by MacGregor Student will describe personal application of the above theory (MacGregor) Student will show knowledge of the Servant Leadership theory of leadership by Greenleaf

HDF 190

HDF Servant Leadership Speech

27.

Student will describe personal application of the above theory (Greenleaf)

HDF 190

HDF Servant Leadership Speech, OCE 101

In HDF 190, an assessment was given to deliver a speech demonstrating knowledge of the Servant Leadership theory of leadership by Greenleaf. In my speech I focused on the definition of Servant Leadership, how I can apply the servant leadership theory to my major of Ocean Engineering, and how I can relate the theory to my top strengths and values. I stated that ultimately, Servant Leadership to me was much more than just a theory, but rather a natural means to instinctively serve while also aspiring to lead. Through this speech, I completely demonstrated my knowledge of the servant leadership theory of leadership by Greenleaf. (See Evidence #14) After gaining a deep understating of the servant leadership theory by Greenleaf, I completely understood how I could make a personal application. The characteristic of the theory that I identify the most with is the listening characteristic. As stated in the HDF 190 course packet, servant leaders who can identify with the listening characteristic are reinforced by a deep commitment to listening intently to others and seek to identify the will of the group. Personally, this characteristic describes me very well. As an audio learner, I find it easiest to learn when I actively listen. When it comes to my personal application, I plan on pairing my top strength of learner with my top servant leadership characteristic to excel in my field of study. My major is Ocean Engineering, and with a small number of students and with relatively unexplored oceans, there is a lot to learn. I plan on using my active listening trait to enhance everything I learn when it comes to my major so I can excel in my field of study and help those around me excel as well. (See Evidence #15)

28. 29. 30. 31. 32. 33. 34. 35. 36.

Student will show knowledge of the Principle Centered Leadership theory by Covey Student will describe personal application of the above theory (Covey) Student will show knowledge of the 14 Points / TQM theory of leadership by Deming Student will describe personal application of the above theory (Deming) Student will show knowledge of the Visionary Leadership (now often cited as Transformational Leadership) theory by Sashkin Student will describe personal application of the above theory (Sashkin) Student will show knowledge of the Individuals in Organizations leadership theory by Argyris Student will describe personal application of the above theory (Argyris) Students will demonstrate knowledge of

HDF 190

Ethical Leadership Assignment ,

Early on in the semester, an assignment was given to the class on Ethical Leadership. The first part of
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the 4 Vs theory of leadership by Grace (Center for Ethical Leadership)

Ethics in Action Dialogue

this assignment was to go through a PowerPoint on the 4-V model of ethical leadership. After learning about this model and completing the Ethics in Action Dialogue assignment where I had to rate the most unethical statements, I firmly believe that I gained significant knowledge on the 4-V theory of leadership by Dr. Bill Grace. Ultimately, the 4-V model of ethical leadership is a framework that aligns the internal beliefs and values with the external behaviors and actions for the purpose of advancing the common good. The 4 Vs of this model include Values, Vision, Voice, and Virtue. The Values component emphasizes the importance of individual core values and how we can all apply them to our personal and civic lives. The second V is Vision and demonstrates the importance of being able to frame out actions with a particular focus on serving others. The Voice component describes the ability to be able to articulate a vision to others in an authentic and convincing way. The last V is Virtue, and emphasizes that one becomes what they practice and that virtue should stand for the common good. (See Evidence #16)

37. 38. 39. 40.

Student will describe personal application of the above theory (Grace) Student will show knowledge of the Situational Leadership theory by Hersey & Blanchard Student will describe personal application of the above theory (Hersey & Blanchard) Student will show knowledge of the Relational Leadership model by Komives, McMahon & Lucas

HDF 190

Relational Leadership assessment, HDF Group Project

41.

Student will describe personal application of the above theory (Komives et al)

HDF 190

Resident Advisor (RA) Application Process

In HDF 190, an assessment was given to demonstrate knowledge of the Relational Leadership model by Komives, McMahon, and Lucas. By obtaining a mark of a 100, I firmly believe that I fully demonstrated my knowledge of this model. The first part of this assessment was to fill in a blank grid of the Relational Leadership model. This grid is separated into five different leadership components, each with a knowing, being, and doing component in addition. The five leadership components of the Relational Leadership model include Inclusive, Empowering, Purposeful, Ethical, and ProcessOriented. After the grid was filled out, my peers and I were asked to respond to two short essay-based questions further demonstrating our knowledge of this model. The first question asked the student to identify one interview question for each of the models 5 components along with an explanation as to how this question applies to the model. Ultimately, this question made sure that the students taking the assessment had extensive knowledge and a practiced application of Relational Leadership in their Leadership Roles. Lastly, the second question I chose to respond to asked me to further demonstrate my knowledge of the inclusive and ethical leadership components and how they are applied to campus life at the University of Rhode Island. Ultimately, I personally feel that through this assessment I showed knowledge of the Relational Leadership model and that my grade also helps to reflect this statement. (See Evidence #17) Over the past couple of months, I have been going through the Resident Advisor (RA) application process. This application process was a really significant test of my Relational Leadership knowledge and how I can personally apply this model to my life and my future occupation. The first part of the process was the most difficult personal application of my knowledge of the Relational Leadership model, but I still found a way to excel. The first part of the application process was a group interview. A group of six different applicants were called into a room and asked to perform several different tasks. The first task was to pick three random objects out of a bag and assemble a program based off of them. This part of the interview really tested teamwork skills. However, I was able to excel by emphasizing the inclusive component of the model and by making sure everyones opinions and ideas were heard. The second part of this interview really tested ethics. The second task was to pick 15 people from a list or 20 to go on a rocket ship to mars in order to create a new civilization. This list was made up of people of all different races, genders, religions, personal beliefs, and ideals. For this part of the interview, I made sure to focus on the ethical component of the model. After the interview was over, I like to think that I did a good job applying this model because I received a call back for the second, individual interview. (See Evidence #18)
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42. 43. 44. 45. 46.

Student will show knowledge of the concept of constructivism Students will describe personal examples of implementing constructivism Student will demonstrate knowledge of experiential learning in leadership development (Kolb) Student will describe personal application of experiential learning in leadership development (Kolb) Student will show knowledge of the Social Change Model of Leadership Development by Astin et al

HDF 190

HDF Group Project, Social Change assessment

In the class of HDF 190, a group project was given to create an organization on campus centered around one of the Leadership theories that we learned about in class. For our group project, my group decided to primarily focus on the Social Change theory. Ultimately, our groups idea was to form a Peer mediation organization on campus. This groups primary goal is to focus on and eliminate social conflict. Many students at a university deal with some sort of social conflict on a daily basis. Whether it be with roommates, people in a friend groups, brothers or sisters in Greek Life, or even partners in group projects, there is social conflict everywhere. The University of Rhode Islands Peer Mediation group is in place as a resource for students to go to to receive advice and counseling on matters that cause social conflict. Students can either go there themselves or come in as a group, depending on a persons comfort level and need. The people that the students will be talking to will be relational leaders whos ultimate goal is to eliminate social conflict while promoting social change on an individual, group, and societal level. Ultimately, the URI Peer Mediation group hopes to create a more just and caring campus by focusing on improving the seven critical values associated with the social change model in individuals and groups. (See Evidence #19)

47. 48. 49. 50. 51. 52. 53. 54. 55. 56.

Student will describe personal application of the above theory (Astin et al) Students will demonstrate knowledge of the Leadership Identity Development Model by Komives et al Students will describe personal application of the above theory. (Komives et al) Students will demonstrate knowledge of the Strengths-Development Model by Hulme et al Student will describe personal application of the above theory (Hulme et al) Student will demonstrate knowledge of behavior theories of leadership from Michigan and Ohio State Student will describe personal application of the above theories (Michigan & Ohio State) Student will demonstrate knowledge of Charismatic leadership Student will describe personal application of the above theory Student will demonstrate knowledge of contingency approach to leadership by Fiedler
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57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67.

Student will describe personal application of the above theory (Fiedler) Student will demonstrate knowledge of Path-Goal theory by House Student will describe personal application of the above theory (House) Student will demonstrate knowledge of Leader Member Exchange (LMX) theory Student will describe personal application of the above theory Student will demonstrate knowledge of Leadership Substitutes Theory Student will describe personal application of the above theory Student will demonstrate knowledge of Models of leader emergence Student will describe the impact of traits on leadership emergence and performance Student will demonstrate knowledge of Chaos approach to leadership by Wheatley Student will describe personal application of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

68. 69. 70. 71. 72. 73. 74.

Student will demonstrate how cultural anthropology / paradigms relate to leadership Student will describe personal example of using cultural anthropology / paradigms as a leader Student will demonstrate knowledge of the Cycles of Socialization (Harro) theory and its uses in leadership Students will demonstrate personal application of the Cycles of Socialization (Harro) Student will demonstrate knowledge of the Cycles of Liberation (Harro) theory and its uses in leadership Student will demonstrate personal application of the Cycles of Liberation (Harro) Student will demonstrate knowledge of
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75. 76. 77. 78. 79. 80. 81. 82.

the Configuration of Power (Franklin) and its relationship to leadership Student will demonstrate personal application of the Configuration of Power (Franklin) Student will demonstrate knowledge of racial identity development via the Cross, Helms or other models (Ferdman & Gallegos; Kim; Horse; Wijeyesinghe etc.) Student will demonstrate personal application of model(s) of racial identity development above Students will demonstrate knowledge of McIntoshs theory of privilege and its relationship to leadership Student will demonstrate personal application of McIntoshs theory Student will describe the differences and similarities of individual and institutional oppression and relationships to leadership Student will show knowledge of effective leadership as it relates to change agency Student will describe personal examples of being a change agent

HDF 190

Rugby

83.

Student will create a personal code of inclusive leadership

HDF 190

Relational Leadership Model, RA Interview Process, HDF Retreat

Towards the end of my freshman year, I was awarded the position of treasurer. With this new position as a Team officer, I was now in the loop when it came to important team meetings and discussions. After participating in several important team discussions and attending a couple of important team meetings, I realized how simple it was to voice my opinion on things about the organization that I wasnt the most happy with and actually begin the change process. After realizing this, I promised myself that I will always be an officer for my remainder of time playing rugby at URI. For example, I plan on running for president for next year. If I were to get elected, there are several things about our club that I plan on changing. To start, I want to get our team more involved in the community through philanthropy so we can also raise interest for our team as well as the sport. In addition, securing a sponsor would help us with funding while also allowing us to lower dues for incoming players and give us the chance to travel further and more frequently. Although these are only plans, I have already contributed to other changes in the organization only in the last semester as treasurer. For example, I assisted in the drafting of our new budget that made much more sense and eliminated needless things while also adding in necessities. Overall, I believe I am a change agent because of the changes I have contributed to on my team and also the future plans I have for positive change. (See Evidence #20) During the HDF Retreat, many controversial topics were brought up including discussions about race, gender equality, and sexual orientation. At this point of time, we had only really learned about the Relational Leadership Model. When talking about these topics, the component of this model that really came to mind was the inclusive component. In the model, it states that the inclusive component emphasizes inclusiveness with all students, staff, and diverse points of view. It also notes that it is important to believe that differences in people are valuable, that fairness and equality are important, and that everyone can make a difference. After the HDF retreat, I found it very necessary to truly buy into the relational leaderships component of inclusive leadership and do my best to follow it strictly. In addition, this newly formulated personal code of inclusive leadership really helped me when applying to be an RA. During the first part of the application process, a group interview was held. I knew that the staff wanted to see whether or not I could work in a team, so I made a point to state my opinion on matters, but to also make sure that everyone else was heard. By making sure that every diverse point
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of view was known and by making a point to include everyone, I think I made the interview more wholesome and also help my chances of getting a call back for a second interview. Ultimately, my personal code of leadership will be able to help me be a more just and caring person while also helping me to succeed more in everyday life. (See Evidence #21)

84. 85. 86. 87.

Student will demonstrate knowledge of the Model of Intercultural Sensitivity by Bennett and its uses in leadership Students will demonstrate personal application of the Model of Intercultural Sensitivity by Bennett Student will demonstrate knowledge of the ally Action Continuum by Griffin & Harro Student will demonstrate personal application of the Action Continuum by Griffin & Harro

Outcome Category: Critical Thinking

Outcome Target class
HDF 190

Additional Experiences
Classes, HDF retreat, Rugby, Relationships

Descriptive notes regarding learning and practice

I like to think I show knowledge of the principles of critical thinking because of one of my top values of Judgment. This value states Thinking things through and examining them from all sides are important aspects of who you are. In addition, it states, You do not jump to conclusions, and you rely only on solid evidence to make your decisions. With this value in mind, I truly believe that I show knowledge of the principles of critical thinking. As a specific example, I need to use critical thinking everyday. Whenever a friend seeks advice from me, I make to use my critical thinking when formulating a response. In addition, when it comes to managing my time I also have to use critical thinking. I make sure to look at all of my options before choosing a certain task to start while weighing the pros and cons of each possible decision. For example, If I had a large test the next morning after a ruby practice, I would have to debate whether or not to go to this practice. If I felt read enough for my exam, then I could allow myself to go to my practice without feeling stressed. However, If I knew I was not yet ready for my exam, then I would have to use the two to three hours of practice time to study more instead. (See Evidence #22)

88.

Student will show knowledge of principles of critical thinking (logic is used in this minor)

89. 90. 91. 92. 93.

Student will demonstrate proficiency of critical thinking Student will show knowledge of metaphorical analysis to critically analyze self and leadership situations Student will demonstrate proficiency of metaphorical analysis to critically analyze self and leadership situations Student will show knowledge of at least five decision making methods Student will describe personal examples of having used five decision making methods
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94. 95.

96. 97. 98.

Student will show knowledge of at least five problem solving / conflict management methods, as well as understanding the roots of conflicts Student will describe personal examples of having used five problem solving / conflict management methods (if student has been trained in mediation, that information goes here) Student will describe what it means to analyze, criticize, synthesize and utilize information as a leader Student will demonstrate knowledge of leadership that is used in crisis Student will describe examples of leadership in crisis situations

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class
HDF 190

Additional Experiences
Servant Leadership theory

Descriptive notes regarding learning and practice

After learning about the Servant Leadership theory by Robert K Greenleaf, I learned that I can identify well with the servant leader characteristic of listener. It was also easy to make this identification because of VIA character strength of judgment. My judgment value describes me as a person who values thinking things through and relying on solid evidence to make my decisions. Personally, the only way to truly get solid evidence is to actively listen. It is stated in the HDF 190 course packet that Leaders have traditionally valued for their communication and decision making skills. It also stat es that servant leaders listen receptively to what is being said and unsaid. By being able to identify with this characteristic, I truly believe I am an active listener. Techniques of active listening that I pride myself on include paying attention while holding eye contact to show that you are listening, provide feedback by either reflecting what is said or asking for clarification, and to defer judgment until the speaker is finished and to be completely open and honest with any response. (See Evidence #23) My major is Ocean Engineering. Due to this choice, I am required to take many prerequisite classes in order to even begin taking classes that actually apply to my major. However, in the spring semester of my freshman year I was able to take OCE 101. This is the first class that actually exposed me to what my major would entail. To start, this class was on the bay campus, which exposed me to the campus that I would end up taking most of my classes at. During class time, each class a new speaker would come in and tell us all about their research and how they apply their ocean engineering degrees. One of the more notable speakers was Robert Ballard, the man who led the team that discovered the Titanic. After his presentation, I knew that I had made the right decision to pursue a degree in Ocean Engineering. Lastly, during one of our last classes we were given a detailed tour of the facilities including the ship the Endeavor. This class really helped open my eyes to what I would be doing for the
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99.

Student will demonstrate knowledge of active listening techniques

100.

Student will describe examples of using active listening skills

OCE 101

Lectures, Presentations, Facility Tours

rest of my life. However, I would not have been able to learn any of this information if it werent for my active listening skills. By pairing my most identifiable servant leadership component of listening with my top strength of learner, I found that it was easiest for me to learn when I actively listened. Therefore, I firmly believe that due to my learner strength that I can easily identify and demonstrate active listening skills, and that my OCE 101 class is a perfect example of this. (See Evidence #24)

101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 116. 117. 118. 119.

Student will demonstrate knowledge of functions of group communication by Hirokawa Student will describe personal application of functions of group communication (Hirokawa) Student will show knowledge of techniques regarding giving and accepting of feedback Student will describe examples of giving and accepting feedback. Student will demonstrate knowledge of facilitation and de-briefing techniques Student will demonstrate proficiency of facilitation and de-briefing techniques Student will demonstrate knowledge of framing and breaking the frame Student will demonstrate proficiency of framing and breaking the frame Student will show knowledge of organizing meetings / setting agendas / and leading meetings Student will describe personal examples of organizing meetings / setting agendas / leading meetings Student will show knowledge of Parliamentary Procedure Student will show knowledge of techniques for working with difficult people Student will describe personal examples of using techniques to work effectively with difficult people Student will show knowledge of the stages of group development (Tuckman, Bennis or others) Student will describe personal examples of group development in use (Tuckman, Bennis or others). Student will show knowledge of group dynamics and group roles Student will describe personal examples of group dynamics and group roles Student will show knowledge of effective memberships skills in groups Student will describe personal examples of membership skills in use
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120. 121.

Student will show knowledge of the Challenge and Support theory by Sanford, and its relationship to organizations Student will describe personal examples of using the theory of Challenge and Support (Sanford)

HDF 190

Classes, HDF Assessments, HDF Group Project

Over the semester, everything has progressively gotten more difficult. With my rugby schedule getting more and more demanding as well as my course load increasing every week, this semester has become very challenging. However, I have made sure to balance this increase in challenge, I have made sure to also increase my support. If I know my challenge is increasing, I try to make sure that my support system has also increased. So if I know I have a very challenging week ahead, Ill make sure to schedule times to relax and hang out with friends before the week has even started so I can make sure that I also have time to unwind. Or if there is a large tough assignment, I try to work on it with a group so we can share the workload. For example, over the course of the semester in HDF 190, the challenge of the work has continuously increased. In the beginning of the semester, we primarily focused on strengths and values and how we could apply them to our leadership styles. Later in the semester, we were given our first assessment about the relational leadership model. With more assignments coming up that affected the final grade, the challenge and stress level definitely rose. However, it was also around this time that we were split into our small groups. This small group setting definitely increased the support level, especially when it came to the social change assessment and the group project. Ultimately, throughout the course of HDF 190, I have been able to use the challenge and support system to thrive. (See Evidence #25)

122. 123.

Student will show knowledge of the construction / elements of informative and persuasive speeches Student will demonstrate proficiency in informative and persuasive public speaking

HDF 190

Servant Leadership Assessment

For an assessment in FLITE, an assignment was given where each student had to give an informative speech on the servant leadership theory by Robert K Greenleaf. For this assessment, all students had to present in professional attire and demonstrate knowledge of this theory in less than two and a half minutes. To start off my speech, I stated that ultimately, Servant Leadership to me is much more than just a theory, but rather a natural means to instinctively serve others while also aspiring to lead. After stating my thesis, I made sure to introduce my main points of the servant leadership definition, how I can apply servant leadership to my major, and how I can relate my top strengths and values to the theory. After going into further detail about each of my main points, I ended my presentation with a restatement of my thesis and by thanking the audience for their time. I like to think I demonstrated proficiency with informative speaking through this speech by the general reaction I received from my peers and my grade of a 100. In addition, when it came to this presentation, I believe that I was able to use my top strength of learner to really analyze the servant leadership theory and to understand what it meant to me and how I can apply it to my leadership style. (See Evidence #26)

124. 125. 126.

Student will show knowledge of planning and conducting interviews (as the interviewer) Student will describe personal examples of planning and conducting interviews (as the interviewer) Student will show knowledge of preparing for and effective answers in interviews (as the interviewee)

HDF 190

RA Application Process

When it comes to being interviewed, I have learned to apply what I have learned in HDF 190 in order to make an impression on my interviewer. To start, I make sure to dress appropriately for the interview. After I enter the room, I firmly shake the hand of my interviewer while making contact and formally introduce myself. I also make sure to bring a water bottle and to not wear a watch. I bring the water bottle so I can take a small sip of water after each question is asked so I can make sure to formulate a good response. Likewise, I dont wear a watch in my interviews because I dont want to be tempted to check the time and to show that I am not that interested in being there. During the interview, I try my best to answer my questions with respect and honesty. I make sure that my responsive are not negative and that they really stand out to my interviewer. Lastly, after the interview is over I make sure to thank my interviewer for his or her time and to shake their hands before I leave. I can apply this
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127.

Student will describe personal examples of preparing for and being interviewed

HDF 190

RA Application Process

knowledge to how I conducted my entire RA application process and how I was eventually rewarded the position. (See Evidence #27) For my RA application, I used my knowledge of preparing for and effectively answering questions in interviews. For this application, I had to go through to interviews. The first interview was a group interview, and if you performed well enough in this interview then you were moved on to the next round. When it came to my first interview, I made sure to follow all of my interview preparation steps. I dressed appropriately with suit pants and a shirt and tie. I made sure to bring a bottle of water and not to wear a watch also. After walking into the room, I shook the hands of all my interviewers and my fellow peers being interviewed. When it came to answering the questions, I made sure to answer them with respect and honesty and to also make sure they were all ethical. After the interview was over, I thanked my interviewers for their time and shook their hands again. Fortunately, I performed well enough in the first interview to be selected for the individual interview. Likewise for this interview, I followed the same steps and answered the questions with the same things in mind. After three weeks had passed, I got a call to become an RA in Peck Hall for the next year! Ultimately, I like to think that I received this position because of how I conducted myself in these interviews. (See Evidence #28)

128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. 139. 140. 141.

Student will show knowledge of effective collaboration / coalition building Student will describe personal examples of working in collaboratives/coalitions Student will show knowledge of Intercultural communication considerations Student will demonstrate proficiency in intercultural communication Student will describe ways to maintain accountability in leadership / member relationships Student will describe personal examples related to maintaining accountability as a leader Student will describe ways to build relationships between leaders and members Student will describe personal examples of building relationships with members as a leader Student will describe how credibility applies to leadership, as well as the characteristics and skills of a credible leader Student will describe personal examples of building, maintaining, and repairing his/her own credibility as a leader Student will describe ethical standards in influence Student will describe influence applies to leadership Student will describe principles of effective mentoring, as well as problems particular to the mentoring relationship Student will describe personal examples of HDF 190 Leadership Institute, Day of The first time in college that I truly felt that I was receiving was that the Leadership Institute. My peer
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mentoring and being mentored

Discovery

leaders for my Institute team were two of the most influential people I have met since I have come to this university. My personal peer leader was my good friend Lydia. Not only did Lydia expose me to new and exciting leadership aspects, but also truly helped to prepare me for my first semester of college. In addition, Lydia and my other peer leader Nick were incredibly supportive and understanding during barrier breaking exercises that were often tough to talk about. To me, this is how a true mentor should act. Even though they may have a specific purpose, they are ultimately there to help you with whatever you need. Whether it is a personal issue, a concern about college life, or a question about leadership at URI, my peer leaders were there to answer absolutely any and every question I had for them. Not only did both Nick and Lydia help me with the transition phase into college life, but also inspired me to engage in a mentor role of my own. I like to think that I really utilized my top strength of learner in this sense. After finding out that I lead my modeling the way, I found ways that I could do that at the university. As a freshman on the rugby team, I worked hard and ended up starting for the first team while also becoming the treasurer by the end of the year. On another note, I applied and received the position of being a Resident Advisor in a freshman dorm. After seeing how the peer leaders helped mentor us, I firmly believe that I can use what they taught me to become a better mentor myself. (See Evidence #29)

142. 143.

Student will describe principles of effective peer leadership, as well as problems particular to peer leadership Student will describe personal examples related to being a peer leader and being led by peers

HDF 190

Rugby, Leadership Institute, HDF 190

My first experience with peer leadership was at the Leadership Institute in the summer before my freshman year of college. This experience really opened my eyes up to the concept of peer leadership. Instead of a top down approach where a mentor may seem like a babysitter at some points, the peer leader system allows for more of a comfortable relationship with your mentor, while still remaining an intact formal aspect. For me, this was an extremely important relationship to have while going into my first semester of college. My personal peer leader, Lydia, did a fantastic job of informing me about what to expect first semester, as well as educating me about new aspects of leadership and helping me through personal issues. Luckily we developed a very close bond that I am happy to say I have. In this sense, being led by peer leaders came naturally because it was just like being led by a very wise friend. As a top strength learner, being led by my peers also taught me how to be a good peer leader. For me, I lead through modeling the way. In regards to this aspect, I tried my best to model the way in everything I did at college. During rugby practice I would work my hardest in order to start to play for the first team as well as become an officer and potentially a captain. I also applied this to my classes and by making sure that all my work was on time and that I was readily prepared for anything that might come up in class. Ultimately, I feel that these personal examples of being led by peers and becoming a peer leader myself in different aspects have made me an overall better leader and better person. (See Evidence #30)

144. 145.

Student will describe the four frames of organizations by Bolman and Deal Student will describe personal application of organizational analysis using the four frames of organizations (Bolman and Deal)

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