Inventory 2015

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Alexandra Fiore
Date Enrolled: September, 2014
Date of Graduation: May, 2018
*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 8/30/2013
!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
!2
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 crossdisciplinary 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.
!3
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Notes
Only offered in spring for first-year students
or
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
experience for graded credit
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
or
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
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)
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
!4
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: First-Year 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, Multi-Ethnic, & 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
!5
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
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
o
Teaching
o
Personality
o
Membership
o
Leadership
o
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as
you progress
3. Broaden Your Perspectives

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
!6
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 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.
Outcome Category: Self-Leadership

Outcome
1.
Student will demonstrate autonomy

and a minimized need for approval
2.
Student will demonstrate personal,

organizational, and academic
examples of self-discipline
Target class
Additional Experiences
Descriptive notes regarding learning and practice
!7
3.
Student will demonstrate the ability to HDF190

manage emotions
4.
Student will demonstrate knowledge

of stress management methods
5.

manage stress
FLITE activity
Over this past christmas break, I was given the news that my grandmother
was rushed to the hospital for some pain in her arm. I wasn't too worried at
the time because it didn't sound like it was anything too serious, however,
later that day I heard that she was going to need open-heart surgery and I
immediately broke down crying. It was in that moment that I felt so weak,
but my nine-year old sister was in the same room so I had to be strong and
hold back the tears to not get her worried. As I pulled it together, I referred
to HDF190 and closed my eyes like we do at the beginning of class and put
the problems behind me. This technique, of closing my eyes and taking a
deep breath has helped me learn how to manage my emotions and focus on
whats important. I know I will use this method a lot as I pursue my career
as a nurse. In the future, I will come across many day-to-day issues that
will play with my emotions and it will be my responsibly to manage them.
Some possible experiences I may come across is if a patient passes away, I
must be strong and be there for the family. Also, if I am sad or stressed
about something going on in my life, it is important to put on a brave face
and not expose my problems to my patients.
FLITE class
In HDF190, everyday when we walk into class, we are asked to close our
eyes and leave everything else behind. This gives me the ability to manage
my stress so well because it is very easy to get wrapped up in the current
drama, or get stressed out by other classes. However, it is so helpful
coming into class and being able to close my eyes and forget about the
stress for a little while. This is also a great skill to carry with me once I
become a nurse because the job can be extremely stressful, whether Im
going to be taking care of many patients at a time, or I have really longhour days, its going to be very important for me to have the ability to
relieve and manage the stress.
In my life currently, I use this method the most before I take any big exams.
Ive realized how important it is to only focus on the material on the exam
in that moment rather than having all of my problems on my mind during
the test. So, before each exam, I take a deep breath and close my eyes to
forget everything else and really focus on whats important. I am so lucky
to have learned this skill because its already helped me so much and it will
only continue to help me in the future.
!8
6.
Student will express a personal code

of leadership / membership ethics
7.
Student will demonstrate practice of

the personal code of ethics
!9
8.
Student will express a personal values

statement
HDF190
VIA character strengths
In the beginning of this leadership course, we were required to take a VIA

quiz and our results told us what our top values are. According to results,
my top value is spirituality and at first I wasnt sure what it actually meant,
but then as I further explored the definition I was able to relate it to my life.
The definition I was given to explain this value is, You have strong and
coherent beliefs about the higher purpose and meaning of the universe. You
know where you fit in the larger scheme, Your beliefs shape your actions
and are a source of comfort to you. The part of this statement that stands
out to me the most is where it says you know where you fit in the larger
scheme. I love this part because it helped me wrap my head around this
value of spirituality and I agree with it because I do feel comfortable in my
own skin and I feel confident that I am in the right place in this world,
doing the right things. Even though I felt uneasy about receiving
spirituality at first, the more I study it, the more confident I feel about
receiving it as my top value. My next top value is fairness. I couldn't help
but smile when I received fairness because in high school, I never felt like I
fit in and all I wanted was everyone to be fair and include everyone. So
now in college, I feel like I have found my place and I fit in with
everything I am involved with, however more importantly, I always am
conscious of the people around me, making sure their fitting in as well. My
next value is gratitude and I feel like this is extremely important in this
world. A couple of years ago, my dad lost his job and my family definitely
suffered a lot from it. Ever since then, I have learned to appreciate
everything in this world no matter what it is. I dont focus on the
materialistic gifts; I live each day being extremely thankful for each day to
be alive and to have an amazing family by my side.
Next comes hope. I have a lot of hope for the future in becoming a nurse
and I think it is important to have hope for the future because if you dont,
what are you working hard for in life?
Lastly, my favorite top value is love. I am a huge believer in love, Im
surrounded by love from my family and friends and by the amount of I
receive, I try to give two times of that love back to the people in my life.
Love binds everyone together and gives me hope for the future that if I
continue to value love, we will all be okay in this world.
The more I learn about my top values, I realize that they all tie together.
Without one of them, I wouldn't be the person I am today and I am so glad
that HDF190 is truly teaching me who I am.
!10
9.
Student will demonstrate practice of

the personal values statement
HDF190
10.

lead a project from start to finish
(follow-through)
VIA character strengths
My top value is spirituality, however I believe the top value that truly
speaks to me, especially this year, is hope. When I decided I wanted to
become a nurse, I knew it was the best career path for me, but I also knew
that it was going to be a hard journey. Throughout high school I never
enjoyed schoolwork, nor tried really hard with the workload. Now that I am
in college taking all of these difficult classes and dont have anyone telling
me when to study, I have definitely made some wrong decisions and
havent worked to my best potential. This situation unfortunately will
probably set me back a semester in Nursing school and when I came to
realization of this problem, I of course was upset but I knew I needed to
remain hopeful. No matter how many times I questioned becoming a nurse
or wanted to give up I kept remembering that one of my top values is hope
and giving up isnt an option. No matter how hard it gets, I know that
Nursing is definitely the right career for me to pursue so I will push through
and work harder than I ever have in order to experience a happy and
successful future.
HDF190
During this spring in HDF190, my group and I were assigned a project to

promote the Center for Leadership Development to new students, along
with transfer students coming to URI. What we came up with is having a
retreat a couple of hours prior to first night, welcoming the freshman in and
teaching them about what we offer at URI in terms of our leadership
program. We will engage in some icebreakers and briefly discuss some of
the models and theories we learn about in the minor. After this retreat, we
will follow up with four workshops that goes deeper into learning about
these models, so the students will have a feel for them, but will leave still
wanting to learn about them.
Working with my group of seven was difficult at times because it was hard
to all get together, but within about five different meetings, our group
worked really hard and started and completed a great project. Although this
project was just a hypothetical idea, I truly believe that my group of seven
are all great leaders and we have the ability to successfully lead this retreat
with the four follow-up workshops if it were to occur.
!11
11.
Student will describe goals and

objective statements regarding
personal issues, career issues, and
community issues
HDF190
Leadership Institute- My
Mosaic
As Ive began college this year, I have created many goals for myself that I
would like to achieve, and I also have achieved many goals this past year.
One of the biggest goals in life was to attend college and here I am.
Everyday I sit back and look at this amazing school and I realize how lucky
I am to have been able to achieve this amazing goal. Through my hard
work throughout high school and help from my parents I was so lucky to
have been able to achieve this goal. My next goal for the future is to
become a Nurse. Using my top strengths, positivity and futuristic,
throughout the rest of my college experience, I will persevere through the
hard journey and stay positive, while staying focusing on the future and
having faith that I can pass the hard schooling in order for my future to
worthwhile.
Onto setting a goal regarding my personal issues, this is a goal I have tried
to achieve throughout my whole life. All my life I have been overweight
and it has and always will be a struggle for me to deal with. Everyday I feel
like everything is going right for me except for my weight and this effects
my lifestyle every minute of every day. Within attempting over and over to
overcome this issue and achieve my goal of being healthy, I try my hardest
to stay positive. I try to focus on this strength, however being overweight is
my weakness. It always has been and it always will be until I can
eventually be fully happy with myself.
Losing weight is something I work at everyday, however something that
helped me come to terms with this weakness of mine was at the leadership
institute this past summer when we created our mosaics. Creating my
mosaic showed me who I am, and what I want to become, but it also
showed me that everyone has something about themselves that they want to
work on. So, the beautiful thing about making these mosaics is that yes we
all have weaknesses and things we want to improve, but the point is we
ALL have different goals and if we work together, well be able to achieve
them.
!12
12.
Student will show evidence of goals

and objectives that were planned and
achieved
13.
Student will show knowledge of the

Hierarchy of Needs theory by
Maslow
14.
Student will show application of

Maslows theory to own life
HDF190
Phi Sigma Sigma- sorority
This year, before I began college a big goal of mine was to form a new
family since I was leaving mine behind. My family was my everything
before I got to school so I had a really hard time being separated from
them. One of the big aspects to my life since Ive gotten to college was
joining my sorority this spring. Joining this organization has taught me so
much about myself, the people around me, and the whole Greek Life
community. Its really hard to be apart of something and be passionate
about it when it has such a negative contraception, however this year I have
really tried to focus on how its going to benefit me in my life and make the
most of it. The biggest thing that my sorority has brought me is this new
family. I have gained over one hundred sisters who will always have my
back for the rest of my life and when I look back and realize how much it
has done for me, I realize that I have accomplished my goal of finding a
new family while I'm at school.
!13
15.
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.)
HDF190
Strengths Quest
In HDF190, I was asked to take the strengths quest and as a result, I received my top five
strengths. These strengths are positivity, adaptability, connectedness, futuristic, and harmony.
These strengths, like my values, which are spirituality, fairness, gratitude, hope, and love, are
what make me, me. Everyday I focus on these strengths and values and realize how I can use
them through my leadership skills. My biggest goal in life is to change someone elses life at
least once. Using my top five strengths, I believe this goal can be accomplished because my
strengths all tie together to help me achieve not only this goal, but also other goals of being a
successful leader, having a successful career, building a family, etc.
The first part of the definition to positivity is quick to smile and with this, I feel anyone can
go far in life. A smile truly says a thousand words and I smile all of the time, not to cover up
whats on the inside, but to truly express who I am. Happiness is so important to me in this
lifetime and the biggest way to show that I am a happy person is to show my smile. I believe
positivity is contagious and if you make the people next to you happy, things just end up to
work out. I love positivity and for the rest of my life, now knowing that it is my top strength, I
will focus on it everyday.
The biggest statement that Ive taken from adaptability is living in the moment. I try to
surround with people that make me smile and I believe it is amazing when you can stop for a
second in a certain point of the day and realize how amazing life is. I do this more than once a
day just to truly live in the moment and even if I dont have it all, I know I have more than
whats necessary and Ill always feel blessed for that feeling. When I am a leader in a certain
situation a very important lesson I am going to teach my peers is how to live in the moment
like I do because it is a beautiful feeling when you can stop and look at your life with a smile
on.
During my experience on the leadership institute retreat, I experienced connectedness with my
own eyes. As I met all of the people on my team and I learned about their struggles in life, I
learned that every single person on that retreat was there for a reason. I believe everything
happens for a reason and to see the bonds we made that we will cherish forever, I know there
was definitely a reason for all of us to experience the institute together.
My next strength is futuristic and I like to relate this strength with one of my top values, hope.
I think it is interesting that I received them both fourth on my results because they tie together
and are equally important in my life. I am hopeful about my future everyday whether its
about my career, my future family, or even my future self. I have confidence that my life will
turn out okay if I remain hopeful and take each day as it comes.
Lastly, I received harmony for my fifth top strength. I learned a lot about harmony as I got to
school because growing up with three siblings, we fought a lot, but I realized we always were
able to find a common ground amongst the four of us. As I look back at our arguments, I see
that harmony is very important to keep us all sane so I was happy to see that I received it as
my last top strength.
Learning about my strengths has taught me a lot about myself, but besides the fact that it has
taught me what is good about me, it also taught me how to overcome my weaknesses with my
strengths. Some of my weaknesses are being fearful of being left out, so this is where
adaptability comes is, because I just need to be adaptable and find people to be around. My
other weakness is being concerned about my appearance and to overcome this, I will use
positivity to not care as much what people think, and truly be myself. These strengths have
taught me so much, but more importantly, they remind me everyday who I am and who I am
supposed to be.
!14
16.

theory of Superleadership by Manz &
Sims
17.
Student will show application of

Manz & Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18.

Authority and Bureaucracy theory
of leadership Weber
19.

application of the above theory
(Weber)
20.

Scientific Management theory of
leadership by Taylor
21.

(Taylor)
22.

Management by Objectives theory
of leadership by Drucker
23.

(Drucker)
24.
Student will show knowledge of

Theory X and Theory Y theory of
leadership by MacGregor
25.

(MacGregor)
Target class
!15
26.

Servant Leadership theory of
leadership by Greenleaf
HDF190
Robert Greenleafs model
Robert Greenleaf created this theory called, servant leadership and this
theory contains ten characteristics that a servant leader holds. The ten
characteristics are listening, empathy, healing, awareness, persuasion,
conceptualization, foresight, stewardship, commitment to the growth of
people, and building community. Brief explanations for each characteristics
are as follows: listening includes getting in touch with ones own inner
voice, and deeply listening to what is said and unsaid. Empathy includes
feeling what the person next to you is feeling, and making the people next
to you feel included. Healing is a very powerful characteristic because its
inevitable that youre going to get broken emotionally, but a good servantleader that is a healer has the ability to make you whole again. Awareness
includes self-awareness, as well as understanding issues going on around
us. A servant-leader becomes aware and makes effort to fix these problems.
Persuasion is when a servant-leader seeks to convince others.
Conceptualization includes getting people to dream great dreams. The
sky is the limit, and this is what a servant-leader with this characteristic
promotes. Foresight involves understanding the past and the present, and
seeing what will come next in the future. Stewardship is revolved around
trust. Trusting others, self, and the process, and a servant-leader puts the
commitment of serving others first. The characteristic of the commitment to
the growth of people is self-explanatory, in which each servant-leader
grows with the people around them. Lastly, building community includes
the servant-leader seeking help from the community to fix what needs to be
fixed. As long as there is a large number of people, servant-leadership will
result in success.
Greenleaf states, Servant-leadership characteristics often occur naturally
within many individuals; and, like many natural tendencies, they can be
enhanced through learning and practice. Servant-leadership offers great
hope for the future in creating better, more caring, institutions. Personally
this is my favorite theory we have explored in FLITE, because it definitely
relates to me and my major the most. Being a Nursing major, I feel it is
extremely important to hold all ten of these characteristics, especially
healing. Besides the fact that the actual job of a nurse is to heal, I want to
feel with the patient in order to find the right cure. This theory will stay
with me for my whole life inside and outside of the work place.
!16
27.

(Greenleaf)
28.

Principle Centered Leadership
theory by Covey
29.

(Covey)
30.

14 Points / TQM theory of
leadership by Deming
31.

(Deming)
32.

Visionary Leadership (now often
cited as Transformational
Leadership) theory by Sashkin
33.

(Sashkin)
HDF190
Speech for FLITE
For HDF 190, we were required to make a two and a half minute
long speech on servant leadership and what it means to us. The four
characteristics i focused on in my speech were listening, empathy,
healing, and the commitment to growth of people, so the way I will
apply Greenleafs theory to my life is through my job of becoming a
nurse. What I stated in my speech was that I feel that these four
characteristics go along together in a cycle starting to listening to the
patient and hearing what is wrong with them. Next, while I
empathize with the patient, I want to feel with them whether its
good or bad in order to find the right cure. Then comes the healing,
which hopefully can be successful if Ive found the right cure, and
then finally comes the growth and personally, I grow when the
people around me grow so I will always stay committed to the
growth of people around me. The servant leadership theory can be
applied in someones everyday lifestyle, and for me, I think being a
servant-leader will always be a great leader.
!17
34.

Individuals in Organizations
leadership theory by Argyris
35.

(Argyris)
36.
Students will demonstrate knowledge

of the 4 Vs theory of leadership
by Grace (Center for Ethical
Leadership)
37.

(Grace)
38.

Situational Leadership theory by
Hersey & Blanchard
39.

(Hersey & Blanchard)
HDF190
Model of Ethical Leadership
There are four Vs included in the Model of Ethical Leadership

and these are Values, Vision, Voice, and Virtue. To be an ethical
leader, it is very important to understand and hold a commitment to
your core values. Next, vision is used when an ethical leader makes
good actions, and acts like others are watching you making the right
decisions. Voice ties with vision, but instead of being seen by others,
it is being heard by others. So say things that will motivate others to
make the right decisions. Lastly, virtue is understanding that we
become what we practice. So basically, if you make the right
decisions, then you will result in being a good, ethical leader.
!18
40.

Relational Leadership model by
Komives, McMahon & Lucas
HDF190
Relational Leadership Model

assessment
During this semester in FLITE, we have been learning all about the relational
leadership model by Komives. McMahon, and Lucas. This model includes five
components of leadership: inclusive, empowering, purposeful, ethical, and processoriented. Together all of these components go hand-in-hand and fulfill all of the
requirements of being a good leader. Within these five components, they are broken
down into three different parts, the knowing, being, and doing of each component.
So for example, the component I feel really connected to is inclusive leadership.
Being an inclusive leader means being open to and accepting diversity. Pursuing a
career in nursing, I see this component helping me throughout my future because
within my job I will come across a lot of diversity whether it is between myself and
a patient, or myself and a coworker, etc. The knowing part of inclusive leadership
includes understanding of self and others, so with this I feel pretty confident that I
know who I am and what I want to do in this world. In the future, when I am caring
for others in my career, I know I have to make knowing and understanding others a
priority in order to be a successful inclusive leader. I am a strong believer in fairness
and equality and this is a major part of being an inclusive leader. Fairness is one of
my top values so I will always make sure the people around me are being included
and having a fair chance. Lastly is the doing part for this component and one of the
points is having skills in listening. Listening is a very important skill that I hold and
I feel I would want others to listen to me so I try to listen to others as much as I
possibly can.
For a brief explanation of the other components, empowering includes self, group
members, and other involved constituents. The knowing part of empowering
includes power and self-esteem, while the being includes everyone having
something to offer and the development of others is necessary and important. The
doing part includes sharing information and encouraging others. Being a purposeful
leader includes having an individual commitment to the position, the students, staff,
job tasks, and other constituents. Being a purposeful leader, it is important to know
the role of the mission or vision, while it is important to believe that individuals,
groups, and organizations can make a difference. Lastly, it is important to have skills
in making meaning and thinking creatively.
The next component, an ethical leader is driven by values and standards of
leadership which are good in nature. An ethical leader knows the development in
values and models of valuing self and others. In ethical leadership, we believe in
high standards of behavior for each person helps everyone, and also we have skills
in trusting others and being trustworthy.
The last component, process-oriented leadership is how the group goes about
building and maintaining a team, and accomplishing the groups purpose and/or
vision. A process-oriented leader knows the group process and the relational aspects
of leadership, while they also believe that the process is as important as the outcome.
An ethical leader has skills in challenging and learning about the process.
!19
41.

(Komives et al)
42.

concept of constructivism
43.
Students will describe personal

examples of implementing
constructivism
44.

of experiential learning in leadership
development (Kolb)
45.

application of experiential learning in
leadership development (Kolb)
HDF190
Four corners activity
One day during HDF 190, my class played a game called fourcorners and this is how I personally applied the relational leadership
model to my life. Since there are five different components to the
above model, we made each component a corner of the room and
then we made the center of the room the last component. During this
activity, I stood in the corner for the inclusive component because I
feel I relate to it the most. Being a Nursing major, I know I am going
to come across a lot of diversity, but it is important to work with
everyone and always believe that everyone is equal. I have been the
one who is left out my times and for me, I know that its one of the
worst feelings so I always want people to feel included and know
that they have something to bring to the table. It was very interesting
to hear everyones viewpoints on each component, and I did agree
with everyones opinion, but in the end I still felt confident in the fact
that I relate to inclusive the most.
!20
46.

Social Change Model of Leadership
Development by Astin et al
HDF190
Social Change Diagram from

course-packet
The social change model of leadership development by Astin Et Al

consists of seven Cs and they are split up into three different
values. The different values are individual, which is the development
go personal qualities, self-awareness, and personal values. The group
value which is emphasis on collaboration and interaction between the
group and the individual. Then there is the community/society value
which is to bring about change for the common good. Without all
three of the values, or all of the seven Cs working together. it
becomes very challenging to accomplish social change. The three
Cs that form the individual value are consciousness of self,
congruence, and commitment. The three Cs in the individual
value mean that the individual leader is aware of themselves and
their actions, while they are also committed to the social change
occurring in order to reach success. The next value, group, includes
collaboration, common purpose, and controversy with civility. The
components in this value include collaboration in which everyone in
the group gets along and works together to reach the common
purpose. In the last value, community/society, there is citizenship,
which is when each citizen is participating and dedicated to the
social change occurring.
!21
47.

HDF190
application of the above theory (Astin
et al)
Stepping stones activity
During FLITE, our class participated in an activity called stepping

stones. During this activity, the class was split up into the three
different components, individual, group, and community. To
represent the components, each group stood in a hula hoop and the
goal was to travel to the other hula hoops without touching the
ground, but instead to step on these Styrofoam squares that each
represented a C to the model. Throughout the activity, one of the
peer mentors would remove one of the squares making it more
difficult to travel to the next hula hoop. This was a really great team
building activity because in order to reach success you need to
collaborate with the group and work together. This was a great
activity because it really put the social change model into perspective
and showed me how it really works in the real world. In order to
reach success in a big change in the world, all of the seven Cs are
crucial. Its necessary to have the group committed, and also have
collaboration to reach a common goal. I really enjoyed this activity
and when it was over, I definitely felt I had a good grasp on the
concept of the model.
!22
48.

of the Leadership Identity
Development Model by Komives et
al
49.
Students will describe personal

application of the above theory.
(Komives et al)
50.

of the Strengths-Development Model
by Hulme et al
51.

(Hulme et al)
52.

of behavior theories of leadership
from Michigan and Ohio State
53.

application of the above theories
(Michigan & Ohio State)
54.

of Charismatic leadership
HDF190
Leadership Identity model from

course-packet
The leadership Identity Model includes six stages. This model was
confusing at first but the more I studied it, I realized how much it has
to offer. The first stage, awareness, which is being aware that there
are actual leaders that live up to the name, like the president of the
U.S. as an example. The next sate is exploration/engagement, and
this is when a group is put together and engagement with one
another. An example of this stage is a team, or a club. Stage three is
Leader Identified and this is when the actions are what determines
the leader of a group, so if a person takes charge, they will be
identified as the leader. The next stage is leadership differentiated,
and this is when leadership is viewed not by one leader and the rest
follow, but more as a shared group process, Everyone is a Leader.
Stage five is Generativity and this is when the leader really realize
they grow as a leader through others. This stage includes a
commitment to developing leadership in others. The final stage is
Integration/Synthesis and during this stage, acknowledgment occurs
that a leader isn't someone with an important position or title, but
more just someone that is committed to the growth of people around
them and committed to the process.
!23
55.

56.

of contingency approach to
leadership by Fiedler
57.

(Fiedler)
58.

of Path-Goal theory by House
59.

(House)
60.

of Leader Member Exchange (LMX)
theory
61.

62.

of Leadership Substitutes Theory
63.

64.

of Models of leader emergence
65.
Student will describe the impact of

traits on leadership emergence and
performance
66.

of Chaos approach to leadership by
Wheatley
67.

(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

!24
Outcome
68.
Student will demonstrate how

cultural anthropology / paradigms
relate to leadership
69.

example of using cultural
anthropology / paradigms as a leader
70.

of the Cycles of
Socialization (Harro) theory and its
uses in leadership
71.
Students will demonstrate personal

application of the Cycles of
Socialization (Harro)
72.

of the Cycles of Liberation (Harro)
theory and its uses in leadership
73.
Student will demonstrate personal

application of the Cycles of
Liberation (Harro)
74.

of the Configuration of
Power (Franklin) and its
relationship to leadership
75.

application of the Configuration of
Power (Franklin)
76.

of racial identity development via the
Cross, Helms or other models
(Ferdman & Gallegos; Kim; Horse;
Wijeyesinghe etc.)
77.

application of model(s) of racial
identity development above
Target class
!25
78.

of McIntoshs theory of privilege and
its relationship to leadership
79.

application of McIntoshs theory
80.
Student will describe the differences

and similarities of individual and
institutional oppression and
relationships to leadership
81.

effective leadership as it relates to
change agency
82.

examples of being a change agent
HDF190
Learning Contract
A change agent is a person who has the understanding, motivation, and

skills to create positive change. I believe I portrayed being a change agent
this year working as a Leadership Ambassador during Welcome Days,
promoting the CSLD to incoming freshmen. As I was talking to the
incoming students and their families I couldn't believe that I was in the
position that I was in because exactly a year prior, was the day I decided
that URI was the school for me. During these conversations I realized my
goal was to be a change agent to at least one person. I wanted to make them
believe that URI is right for them and they were meant to be a leader. Its
such an amazing thing when someone comes up to you and tells you that
youre their inspiration so that was my goal. Leadership has truly changed
my life for the good more than I could even put into words and I wanted to
show that to new students. I want the Leadership program to change their
lives just like it changed mine and in order for that to happen I would be
their change agent and make them commit to attending the institute and
following through in the minor. Doing the Welcome Days has truly shown
me how much Leadership has offered me at URI and how many
opportunities have come my way, so I believe that if I can successfully
share this experience and convince someone to follow in my footsteps, then
I am a change agent.
!26
83.
Student will create a personal code of HDF190

inclusive leadership
84.

of the Model of Intercultural
Sensitivity by Bennett and its uses
in leadership
85.
Students will demonstrate personal

application of the Model of
Intercultural Sensitivity by Bennett
86.

of the ally Action Continuum by
Griffin & Harro
87.

application of the Action Continuum
by Griffin & Harro
Racial Background
To me, being a good inclusive leader means making everyone around you
feel included. As a leader its extremely important to not let anyone feel left
out, because even if a person is quiet, they still may offer something
amazing and its important to bring that out of someone. This year in
FLITE, I learned a lot about leadership, but the biggest aspect Ive taken
from it is not being a president of a club or captain of a team; being a
leader is working with the people around you to reach success and I think
in order to accomplish this, you need to be an inclusive leader. For me, I
come from a very diverse background so I am introduced to many different
cultures, including a Puerto Rican side and an Italian side so I take
diversity as an extremely positive part of life and I engage in it. I love to be
around different people because then you realize everyone has something
different to share and if all of us with different cultures work together and
focus on inclusive leadership, we can definitely create something great.
Outcome Category: Critical Thinking

Outcome
88.

principles of critical thinking (logic is
used in this minor)
89.
Student will demonstrate proficiency of

critical thinking
Target class
!27
90.

metaphorical analysis to critically
analyze self and leadership situations
91.
Student will demonstrate proficiency of

metaphorical analysis to critically
analyze self and leadership situations
92.
Student will show knowledge of at

least five decision making methods
93.

examples of having used five decision
making methods
94.
Student will show knowledge of at

least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
95.

examples of having used five problem
solving / conflict management methods
(if student has been trained in
mediation, that information goes here)
96.
Student will describe what it means to

analyze, criticize, synthesize and utilize
information as a leader
HDF190
FLITE
One of my favorite quotes from HDF 190 is, Dont shoot, then aim, Its
aim, then shoot. Although this is a pretty simple and sounds like an
obvious concept, many people get mixed up with this concept when
making decisions. I believe the most important method of decision making
is to really think and analyze the decision prior to making it. Next, a key
method to decision making is weighing out the pros and cons. For me,
this has always helped because even though I enjoy staying positive, it is
important to make the right decision when the pros weigh out the cons.
Another method is staying calm. It is very easy to get stressed out and
make an irrational decision, so it is necessary to make sure you're making
the right decision at the right time. Next, I think it is a great method to ask
a mentor or peer if they think it is the right decision. I always seek advice
prior to making a big decision to double-check it is a correct decision.
Lastly, another method is just to make sure the outcome is going to be
positive for not only yourself, but also the people around you. If you feel
that this is true, then go forth and make the right decision.
!28
97.
Student will demonstrate knowledge of

leadership that is used in crisis
98.
Student will describe examples of

leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.

active listening techniques
100.

using active listening skills
101.

functions of group communication by
Hirokawa
102.

application of functions of group
communication (Hirokawa)
103.

techniques regarding giving and
accepting of feedback
Target class
HDF190
Care-taker of Baby
I believe I developed all of my active listening skills during my

senior of high school working with a baby boy everyday. I started
watching him when he was three months old and I still see him when
I return home from school on breaks, but since I was with him so
much I practically raised him. Working with a baby is a much
different relationship because he was unable to talk yet so in order to
understand and cater to his needs, I had to channel in and actively
listen to what he wanted. As he got older it was amazing to see that I
taught him some of his first words and be able to listen and hear his
progress. I want to work with babies for the rest of my life and I feel
that it takes a lot of skill and active listening to be successful in
working with them. Having futuristic as my top strength, I look
forward to working with babies and definitely having some of my
own someday, but through this process I definitely believe active
listening is such an important skill to carry.
!29
104.

giving and accepting feedback.
105.

facilitation and de-briefing techniques
106.
Student will demonstrate proficiency

of facilitation and de-briefing
techniques
107.

framing and breaking the frame
108.

of framing and breaking the frame
109.

organizing meetings / setting agendas /
and leading meetings
110.

examples of organizing meetings /
setting agendas / leading meetings
111.

Parliamentary Procedure
112.

techniques for working with difficult
people
HDF190
Feedback from Jessi
While we were giving our speeches in FLITE, each of us had to

write down positive and negative comments to give to the speaker
after they were finished. Since all of the speakers that I was giving
feedback to were my peers, it was hard to give them negative
feedback because I didnt see many flaws, however I thought I would
want honest feedback so I know what I need to work on. During my
speech, my peer leader, Jessi, gave me feedback for my speech and
this helped me a lot for the future to know what I did right and
wrong. I like getting feedback a lot because I want to know how I am
being viewed by others. I feel I am a very accepting person, so I
would hope that I am accepted by others, but I take feedback whether
it is good or bad, in a positive way and try ot change the bad to
please the people around me.
!30
113.

examples of using techniques to work
effectively with difficult people
114.

stages of group development
(Tuckman, Bennis or others)
115.

examples of group development in use
(Tuckman, Bennis or others).
116.
Student will show knowledge of group

dynamics and group roles
HDF190
Roommate agreement
Throughout my life, I was raised with a very close family who all got
along very well so it is safe to say I never had a problem with who I
lived with up until college came around. My roommate and I actually
ended up choosing each other, and ever since day one I knew that we
were going to clash. It is hard enough having to work with difficult
people, but having to live with someone that you don't particularly
get along with is exceptionally difficult. The hardest part of living
with my roommate is our differences. She happens to be a very
messy person so it is hard looking at a messy side of the room all of
the time. Also, we are on very different schedules so at night, she
goes to bed very early while I am a night-owl. These are things that
were definitely hard to get used to, however, I have developed
techniques to work with her and make the living environment better.
To fix the different schedules, I leave at night whether it is going to
the library or to a lounge to give her a quiet environment to sleep in.
For her messiness, there wasn't much to change about this except to
learn to deal with it. Sometimes, were going to have to work with
difficult people, or even live with them, but the most important
lesson I have learned from living with my roommate is that I cant let
it effect my lifestyle. At first I would get really frustrated, but now I
have learned to deal with it and I dont let it effect me anymore. Its
better to stay calm and talk it out with the person, rather than hold in
your emotions and explode later on them.
!31
117.

examples of group dynamics and
group roles
118.

effective memberships skills in groups
119.

examples of membership skills in use
120.

Challenge and Support theory by
Sanford, and its relationship to
organizations
121.

examples of using the theory of
Challenge and Support (Sanford)
122.

construction / elements of informative
and persuasive speeches
HDF190
group project rubric
Near the end of this semester, I was assigned a group project for
FLITE and my com100 class. Since I had to work on both of them at
the same time, they both held very different group dynamics. For my
FLITE project, it is in fact a class of smart and determined leaders so
for this project I more stepped back and did my part that I was
assigned rather than taking initiative. I made sure I was heard, but
every member took an equal part of the project to do and it ended
with success. For my communications project on the other hand, was
horrible because I did all of the work. It was evident that none of the
group members cared as much nor wanted to put the effort in, so for
me I took initiative and created a google document to make sure
everyone participated. Our presentation was pretty rocky because we
didn't all connect and know each other too well, and I know that if I
wasn't there to lead the project nothing would have gotten done. It
was very interesting to see how the two very different groups
worked, however I wouldn't change anything about the both of them
because it taught me a lot and it taught me when its necessary to
step up and when I should step back and learn from my peers what is
the right thing to do.
!32
123.

in informative and persuasive public
speaking
124.

planning and conducting interviews (as
the interviewer)
125.

examples of planning and conducting
interviews (as the interviewer)
HDF190
HDF190 speech notes
I have always been a pretty bad public speaker, I got super nervous
and I never felt prepared, however, this year taking a
communications class and HDF190, all my nerves have dulled. For
com100, I made two public speeches and for FLITE I made one.
Personally, I believe it is definitely less nerve-wracking to publicly
speak in-front of a group of strangers, however, it is easier to be
more informative and persuasive in-front of people that already
know you because they know your values and incentives for your
speech. For the speech we had to make for FLITE about servant
leadership, my goal was to inform the class who I really am. I told
them what I want to do in this world and how I want to accomplish it
so I would hope I had a successful outcome. The biggest thing I have
taken from public speaking is just breath and relax, and most
importantly, be yourself! The only way to really inform and persuade
the audience is speaking with passion and in order to accomplish
this, it is necessary to be yourself.
!33
126.

preparing for and effective answers in
interviews (as the interviewee)
HDF190
Leadership institute interview

questions
This year I have sat through more interviews than I was expecting to.
Two interviews that meant a lot to me were to become a leadership
institute peer leader and to become a URI101 mentor. I prepared
more for the institute interview, but I walked out of it believing that I
would have done better with no preparation because the interviewers
were truly listening for honest answers coming from the heart, not
what they want to hear. So, after this interview I went into the
URI101 mentor interview with no preparation, however the
interviewers did not know me at all, and even though I tried my
hardest to be myself, I was still nervous and ended up not getting
either positions. Not getting these positions definitely made me upset
at first, but now I know I have experience from two different
interviews and I know what to do and what not to do for the future.
Interviews are definitely scary and contain pressure to do well, but
my best advice is to be yourself and answer honestly. I took from
these interviews that I tried my hardest and maybe those positions
just weren't for me.
127.

examples of preparing for and being
interviewed
HDF190
Leadership Ambassador
interview sheet
One experience that I have encountered this year with an interview

was to become a Leadership Ambassador. In terms of preparation for
this interview, I really just practiced learning the key details in the
Center for Leadership Development, but I learned most of the skills
during the interview itself. During the interview we learned about
what to say to an incoming student and then we practiced with the
interviewer, like it was an actual conversation we would have as a
leadership ambassador. So during this conversation, the interviewer
would act as different students so we would know what to expect
which really prepared me well. Then, the interviewer would also
correct us as we went through the conversation so we would know
exactly what to say and what not to say. Personally I really enjoyed
this interviewing process because i feel that it prepared me very well
for the actual position and I also learned a lot about the process.
128.

effective collaboration / coalition
building
!34
129.

examples of working in collaboratives/
coalitions
130.

Intercultural communication
considerations
131.

in intercultural communication
132.
Student will describe ways to maintain

accountability in leadership / member
relationships
133.

examples related to maintaining
accountability as a leader
!35
134.
Student will describe ways to build

relationships between leaders and
members
135.

examples of building relationships
with members as a leader
136.
Student will describe how credibility

applies to leadership, as well as the
characteristics and skills of a credible
leader
HDF190
Leadership Institute
Relationships are formed in many different ways. Friends, family

members, acquaintances; they're all different relationships and all of
them have different closeness between them. When I went to the
leadership institute I experienced all three of these relationships, but
there was certain way that built my relationship with my peers and
my leaders like no others.
In the beginning of this retreat, we all started out as acquaintances.
We didn't know each other; we were all at the institute for the same
reasons but we were all strangers to each other. Moving forward in
the retreat, we started to get to know each other through icebreakers
and activities that made us familiar with one another. The memorable
part of the institute for me would be breaking boundaries. Breaking
boundaries is basically letting all of the walls come down and
building stronger bonds with the people next to you, stronger than I
could've ever imagined. Yes this built my relationship with my peers
but it definitely built my relationship with my leaders as well. During
this experience, I looked up to my leaders so much more than I
already did because it made me realize how strong they both are. The
part that I enjoyed the most about breaking boundaries was that yes
there was two leaders in the room, but during the moment it felt like
they were one of us, one of the students. It let them vent to us on an
equal level and at the end, it made us all respect the two wonderful
people even more than we already did.
There are many different ways to build a relationship between a
leader and a member, and breaking boundaries is an extreme way to
build this relationship, however for me it was an extremely
memorable experience and I will never forget the life-lasting
relationships I gained at the leadership institute.
!36
137.

examples of building, maintaining, and
repairing his/her own credibility as a
leader
138.
Student will describe ethical standards

in influence
139.
Student will describe influence applies

to leadership
140.
Student will describe principles of

effective mentoring, as well as
problems particular to the mentoring
relationship
HDF190
Picture with Jessi
This year I have learned countless lessons on mentoring, leading, but

more importantly how to make a lasting impression while doing it.
While I am taking HDF190 this semester, I was given a peer mentor
Jessi. She has taught me more about myself and the people around
me than I could have ever imagined and I truly aspire to be like her
someday. When I think about an effective mentor, Jessi is the first
person to come to mind because she also knows the fine line between
being a mentor and being a friend when it comes to her professional
role to us as students. Some of the principles of effective mentoring
are being there in need of the student, so if the student has questions,
the mentor should be able to help them out with the answer. Another
principle is being a good example for the student so having
appropriate behavior around the student and being professional when
it is the time to be professional. Problems that can come along with a
mentoring relationship is if the student or the mentor oversteps the
boundaries within the relationship, for example, they party together
every weekend when they should be keeping it a professional
relationship. This can result in the student not giving enough respect
to the mentor because they have stepped down to an equal level. I
look up to Jessi as a mentor and a friend, however I respect her and I
definitely am aware of the boundaries between the mentor and the
student.
!37
141.

examples of mentoring and being
mentored
142.
Student will describe principles of

effective peer leadership, as well as
problems particular to peer leadership
HDF190
URI 101
A big mentor that has helped me through adjusting to college was my

URI101 mentor. URI101 is a class for incoming freshman with the
same major as you and it is basically there to hold your hand through
the adjustment to college. My mentor was a junior Nursing student
and she seriously was my inspiration. She was a hard-worker, she
was very organized and very dedicated to all of us students. No
matter what question I had for her, she was always there to help me
out and answer whichever questions I had. As I have been going
through this next stage of my life, and have been given many
different mentors, I have come to realization that a mentor is not
someone that is much older or smarter than you, but more someone
that can step down into your shoes and walk you through the process.
This is exactly what my mentor did for me and also, she never
judged me which made a very comfortable mentoring environment. I
know that whenever I receive a mentoring position, I will definitely
want the be a leader and lead the way she led me.
!38
143.

examples related to being a peer leader
and being led by peers
144.
Student will describe the four frames

of organizations by Bolman and Deal
145.

application of organizational analysis
using the four frames of organizations
(Bolman and Deal)
HDF190
Leadership Institute
During this three day retreat prior to the first day of college, I was
given two peer leaders who led my group in the institute and taught
me many lessons about life, leading, school; the list goes on and on.
Steven and Kelly worked extremely well together as a team and
made our team a family.
Through our long conversations, opening up about our lives, or our
team-building activities, everyone on our team grew together and we
were able to all lean on each other at the end of the weekend, using
our leadership skills that we learned and will continue to use through
our college careers.
I have always been open to being led and I believe I always will be
open to it. If anything, I have gotten more open to being led from the
institute because I realized how much there still is to learn about life.
There is always more to learn, but I think it is amazing that I can
look back on an experience that happened last September and I can
still use all of the skills and lessons I was taught during that
weekend.
The most important lesson that I was taught during the institute from
my peer leaders is how leading isnt one straight path. Leadership
isnt just analyzed from a definition in the dictionary; it is viewed
differently by everyone around us. Learning how to be a leader isn't
an easy task, but no matter what you're going to teach your peers, as
long as you are dedicated to it, then it will end up leaving an
impression.
Steven and Kelly were able to teach me this through their extreme
dedication and passion in their leading skills and I will remember
this forever. One day, when I am in a peer leading position, I hope I
can show my peers my dedication to them in whatever it is I will be
teaching them.
!39
!40

Inventory 2015

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inventory 2015

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

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

Regardless of your major, you can minor in Leadership Studies.

Leadership Inventory Revised 8/30/2013

CORE REQUIREMENTS- 9 Credits

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the spring and summer with Dr. Leatham

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013

AAF 300: Civil Rights Movement in the US

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Student will demonstrate autonomy

Student will demonstrate personal,

Descriptive notes regarding learning and practice

Leadership Inventory Revised 8/30/2013

Student will demonstrate the ability to HDF190

Student will demonstrate knowledge

Student will demonstrate the ability to HDF190

Leadership Inventory Revised 8/30/2013

Student will express a personal code

Student will demonstrate practice of

Leadership Inventory Revised 8/30/2013

Student will express a personal values

VIA character strengths

In the beginning of this leadership course, we were required to take a VIA

Leadership Inventory Revised 8/30/2013

Student will demonstrate practice of

Student will demonstrate the ability to HDF190

VIA character strengths

During this spring in HDF190, my group and I were assigned a project to

Leadership Inventory Revised 8/30/2013

Student will describe goals and