Inventory Final 2014

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Ryan Mercatante
Date Enrolled:
Date of Graduation: 2018
Leadership Inventory Revised 8/30/2013
*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.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive

Leadership, Critical Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
CSLD Mission Statement

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

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (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.
CORE REQUIREMENTS- 9 Credits

Required Element
Class options
Notes
Introductory Course
3 credits
HDF 190: FLITE

HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
Internship
3 credits
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
Offered in the spring and summer with Dr. Leatham
BUS 441: Leadership Skills Development
Offered in the fall and spring with Dr. Cooper
or
or
Portfolio
1 credit
Only offered in spring for first-year students
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
HDF 492: Leadership Minor Portfolio
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
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
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
Teaching
Personality
Membership
Leadership
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
Develop and Refine

Skills
Leadership theory and practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

Understand others
Hierarchy of needs
PROGRESSRacial, cultural, gender, sexual orientation, religious, class, ability, etc. diversity and commo
Power, privilege, oppression, liberation; individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation 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
Target class
Additional Experiences
Descriptive notes regarding learning and practice
1.
Student will demonstrate autonomy and a

minimized need for approval
HDF 190
Production of Young Frankenstein

Leadership Identity Development
Model- 4/9 Powerpoint
For my senior year of high school I was cast as the monster in the schools production of Young
Frankenstein. Throughout my high school career I didnt have the largest presence when it came to
the theatrical productions. Yet the producers still decided to have this production and cast me as the
monster. Being cast as the monster was primarily due to type-casting because of my height. The
other students who were in my grade seemed to not like this, and so on top of the already cliquey
groups of the production, I was even more of an outcast. The younger students were not as open as
well, even though I really wanted them to be. Now throughout my time in the production I was never
given a good job only critiques and cold shoulders. Even though I desperately tried to connect with
these groups of students they just ignored me. So rather than just quitting I did what I was told, worked
hard in order to make sure I was doing my best. I worked hard and even though I never received
recognition from my colleges I knew that I worked as hard as I could and did the best that I could. If I
had to redo it all over again I wouldnt change a single thing about it. I actually entered the theatrical
program because my freshman year I had a mentor who was a lead in several performances at the
school, and he is who inspired me to audition for Young Frankenstein. But I now have learned that it
isnt as glamorous as it had seemed when I was a freshman. Although it did really teach me a lot about
myself as well as my leadership identity.
2.
Student will demonstrate personal,

organizational, and academic examples of
self-discipline
HDF 190
Tour Guiding
Strengths Quest Test
Phi Kappa Psi Fraternity
When I came to college I wasn't positive if I should get a job or not. But last semester tour guiding
sparked my interest, and I applied. Once I got the job it was a bit of a shock as to how much work it
really is balancing between it and college. On top of that I decided to rush a fraternity as well. So I had 3
different avenues of work toppling on top of me, a social, educational and professional avenue. It
seemed like a lot of work, yet after about 2 weeks I really got into the groove of everything by utilizing
my strengths. I started to organizing all of my time mentally and the strength that really helped me out
the most with that is my futuristic strength, it helps me to stay organized, make my priorities, as well as
look into the future, and plan ahead. Obviously there have been weeks where I have had so much
college work where, so in order to balance this workload I got less hours for that week with my job, and
attended less events with my fraternity. If it was a slow week for college workload and tour guiding I
would dedicate my time to the fraternity. Then if I had a particularly a lot of work within tour guiding, I
would get my college work done early and not go to fraternity run events. My methods of self-discipline
are not conventional like sticky notes or a calendar but it still works very well.
3.
Student will demonstrate the ability to

manage emotions
HDF 190
God Sent Short Film

Tour Guiding
Psychology Yoga Extra Credit
I think with the addition of my job and fraternity life my workload has increased. This is causing a lot of
stress within my life and it is becoming harder to manage my emotions. Back at high school whenever I
was having trouble like this I would take a break and relax by playing a video game or watch a TV show
on Netflix. But now that I am in college I do not have the time to spare this time to play games or do
something else unproductive alike that. So I have found ways where I could not only be productive, but
be productive as well. As a film major creating films is a big portion of my grade. So if I am feeling
stressed out I will go into my room, and edit a short film of mine to relax. Most recently I edited a big
project for my film class and called this film God Sent. Another way that is known for relaxing people
is exercise. Rather than just going out and exercising in a gym, Ill just pick up more hours at my job as
a tour guide. Each tour is over 2 miles long so I get a lot of exercise out of every tour that I give and it
really relaxes me. So rather than sitting down and waiting time, I am exercising and getting paid for it.
Finally one of the most interesting experiences that Ive had when it comes to relaxing is when my
Psychology teacher offered extra credit for anyone who attended a yoga class. I attended this class right
before our final and after I had felt very relaxed and in control of my emotions. The best part was that
rather than wasting my time on something, I was productive with it as well because of the extra credit
opportunity.
4.
Student will demonstrate knowledge of

stress management methods
HDF 190
Psychology 113 Yoga Extra Credit
Stress is defined as a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances by the Merriam-Webster Dictionary. It is an unfortunate state of mind that
plagues individuals during difficult times of their lives. In HDF 190 I learned several methods on how to
keep calm during stressful situations. The first method is to breathe deeply; this method releases
tension throughout the body and slows down an individuals heart rate. Within this method it is
recommended to shut your eyes in order to strengthen the relaxation. The main technique associated
with deep breathing is combat breathing. This method is when a person breathes in for 5 seconds, holds
their breath for 5 seconds, and then breathes out for 5 seconds. This order is repeated until the persons
heart rate is lowered. Another option to relieve stress is just to walk away and to take a break from
whatever activity is causing the stress. This method gets the individuals mind off of the stressful activity
and relaxes them. Again like deep breathing this will lower the persons heart rate and relax them. Finally
the third way is to do the opposite of the results from the other two methods and raise your heart rate
with exercising. Exercising when stressed out is known to relax an individual. The reason for this is it
gets rid of all the extra energy a person has and the person will have no energy to use to be stressed
out over anything. Last semester during finals when most students were feeling stressed out, the
psychology teacher taught the class these techniques as well. She also included an extra credit
opportunity for students, to go to a yoga class. Yoga is an activity that is heavily sought after because
its abilities to relax individuals primarily due to its deep breathing techniques. This activity uses 2 of
these methods and did end up relaxing me.
5.
Student will demonstrate the ability to

manage stress
HDF 190
URI TV Studio
Class Activity-3/10-Stepping
Stones
When working with the tv studio this year we have had many problems that we have had to overcome.
Whether it be the technology not working, time constraints, others using the space, or even not having
enough people to help shoot a show, there always seems to be some sort of issue that will arise. This
tends to cause a lot of stress and may adversely affect how the final product will be. But as a group we
use the stress to fuel our adrenaline and this makes our team work faster, and better than it did before.
This really reminds me of the stepping stones class activity that we did for HDF 190. When we had no
disadvantages everyone was just thinking and no one was really doing. But when we had 3 people
blinded and most people couldnt speak, the class just started working together and we ended up
completing the challenge faster than when we didnt have any of the disadvantages and stress.
10
6.
Student will express a personal code of

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

personal code of ethics
HDF 190
Ethics Quiz
One of the most important questions I ask myself prior to doing anything is Is this ethical? In my HDF
190 course I took a quiz on which statements on what was the most unethical. The top 3 most unethical
statements are not being faithful when in a dating relationship, lying to a police officer/authority
figure when asked for more information, and discussing a confidential student issue from class with a
friend outside of class. The reason that I know these are my top 3 most unethical statements is
because I know that I would never actively try to do any of these. Often times I consider something
unethical when trust is broken. When someone cheats on someone else, it in my opinion, ruins the trust
between a relationship and in any healthy relationship there needs to be trust. When lying to an
authority figure, unknowingly to the figure the person is becoming less trustworthy. Finally discussing a
confidential student issue is breaking the trust between the person talking about it and the student who
the issue is about. Some of these statements on the sheet were, in my opinion more ethical and I could
imagine myself doing it or Ive done it before like tagging a friend in a photo without their permission,
or signing up for a university committee and then not showing up for the committee meetings. In my
opinion these two are not as bad as the first three.
8.
Student will express a personal values

statement
HDF 190
VIA Test
In HDF 190 the class was tasked with taking the Values in action test otherwise known as the VIA test to
find out what each person values. For some this list did not mean much to them, but for myself this list
really described what I value most. My top 5 VIA values are kindness, fairness, teamwork, leadership,
and appreciation of beauty & excellence. The kindness value allows me to see the good in everyone,
the fairness value allows me to treat everyone equally, the teamwork value allows me to see how every
piece of a group can work together, the leadership value allows me to be a leader no matter what
situation Im in, and the appreciation of beauty & excellence allows me to see the potential of all people.
This is what I really live my life by as well. I cannot stand it when people are fighting due to my kindness
strength. I really believe that everyone should have fair and equal rights. Whenever no one wants to
step up and help to lead within a group I am always the person that decides to steps up. I feel a lot more
comfortable when I am working within a small group compared to sitting alone in my room. Finally I
always make an attempt at making people feel appreciated no matter how small of a task they have
completed.
9.
Student will demonstrate practice of the

personal values statement
11
10.
Student will demonstrate the ability to lead

a project from start to finish (followthrough)
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
12.
Student will show evidence of goals and

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

Hierarchy of Needs theory by Maslow
HDF 190
A Textbook Film" Short Film

The Four Agreements
During my second semester of my freshman year I had the opportunity to create a short film from start
to finish. Due to the small amount of people helping in this project I was primarily the leader from start to
finish. The task of creating the film was split up into three portions pre-production (writing, breaking
down scenes), production (filming, importing footage), and post production (editing, sound design). The
entire process of creating this film took several months. Throughout each of the portion of the creation I
saw myself using the four agreements to make sure I lead well, and those who I lead really
trusted/respected me. For pre production, I had to be impeccable with my words because at this stage it
is better to be open to ideas, the sad reality of this stage is that a lot of ideas are thrown away including
my own, thus I had t make sure I didnt take anything personally. I couldnt make assumptions that
someone knew what was going on during this stage because that was close to never the truth and it is
better if a crew is on the same page. Finally I had to make sure that I did my best because if I didnt put
all my effort into the film the crew wouldnt try as well and the writing would be terrible. For production I
had to be impeccable with my word because we normally had a limited amount of time to film and if I
wasnt impeccable with my word we would be wasting time. If an actor got angry or frustrated I knew
that usually it wasnt because of the film itself and thus I tried to not take anything personally, usually it
was that they were hungry/tired. I couldnt make assumptions that the sound person was recording
because if they actually werent, that is time wasted, this is why every single take I had to remain in
constant communication and clarify everything to everyone. Finally if I wasn't doing my best then no one
would respect me and the quality of the film would start to suffer. For post production I really didnt have
to follow all the four agreements because I was working on my own. But overall it was an interesting
experience watching the cast and crew follow through with their interest in creating the film.
HDF 190

Semester 1 Classes
During the last semester I knew that I had to really push myself to make sure that I did well academically
because as a high school student I wasn't the best, and got a 3.2 GPA. I was taking classes like precalculus ad well as psychology, which to me were very hard. My strengths helped me achieve the best
that I could do and it is what I accredit my current 3.77 GPA to. I used my futuristic strength to think
ahead about what I needed to get done and how to keep myself organized. I used my activator strength
to keep my mind open to new ideas when it came to writing, or projects that I had to create. I used my
communicator strength to communicate with my classmates as well as my instructors, one of which I
spoke with often is currently letting me take their 300 level course as a freshman. I used my maximizer
strength to make sure that I was always attempting to push myself harder / to do better, and while most
people didn't really push themselves with pre-calculus, I was in the Academic Enhancement Center
every single week. Finally my significance strength, really kept me positive/motivated even though I
knew that I really was only taking one class for my major, I knew that what I was doing was just a
stepping stone to get further in my college path as well as my career path.
12
14.
Student will show application of Maslows

theory to own life
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., Strengths Quest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
16.
Student will show knowledge of the theory

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

Sims theory to own life
HDF 190
Strengths Quest
For HDF 190 we had to complete the Strengths Quest and VIA tests, that roughly determine how you
are as a leader. The tests showed what type of person you are and how you lead. With the Strength
Quest test, the strengths I got were futuristic, activator, communicator, maximizer, and Significance. The
futuristic strength allows me to think ahead, the activator strength allows me to always come up with
new ideas, the communicator strength helps me work with others easier, the maximizer strength allows
me to always attempt to do my best, and my significance strength allows me to always remember my
place in the group. Now there are shadows associated with these strengths as well. Often times I am
think ahead using my futuristic strength that I dont appreciate the present. Even though my activator
strength helps me with thinking of new and creative ideas, I feel like if I am not doing anything new
within a certain amount of time I tend to get bored. My communicator strength helps me with working
with other people, but it makes it harder when I am working by myself and not relying on other people.
My maximizer strength makes sure that I put in as much effort as I can with everything I do, but this
means that I often overwork myself and get burnt out. Finally my significance strength allows me to
remember my place in my group, but often it has me worried if there is no order and no place for me
within a group. Each strength not only helps leaders but also hurts them.
Outcome Category: Leadership Theories

Outcome
18.
Target class

Authority and Bureaucracy theory of
leadership Weber
13
19.
Student will describe personal application

of the above theory (Weber)
20.

Scientific Management theory of
leadership by Taylor
21.

of the above theory (Taylor)
22.

Management by Objectives theory of
leadership by Drucker
23.

of the above theory (Drucker)
24.
Student will show knowledge of Theory X

and Theory Y theory of leadership by
MacGregor
25.

of the above theory (MacGregor)
14
26.

HDF 190
Servant Leadership theory of leadership
by Greenleaf
HDF 190 Course Packet (Pages 3436)
I take the name of this model very seriously. The model is all about serving others, helping others
develop, providing service to others. This model was created by former AT&T Executive, Robert
Greenleaf, and along with his own team he created his own Center for Servant Leadership. These who
started this center defined 10 characteristics that were vital for Servant Leaders to possess. These
characteristics were listening, empathy, healing, awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people, and building community. Listening is not purely sound
waves reaching a persons ear, it is understanding what a person really has to say. It is important for a
servant leader to have this trait because if a servant leader doesn't listen to who they serve why would
they listen to that leader. Having empathy really means being able to put yourself in someone else's
shoes and understand how they are feeling. This is useful to a servant leader because if they have
empathy for those they are helping it will drive those leader harder to continue their service. The healing
characteristic really focuses on helping others. This urge to help others is what makes a servant leader
complete because helping others can heal others as well. Awareness really means knowing about
whats going on in a persons surroundings, within people, places, and current topics. This becomes
useful because it really helps servant leaders be adaptable in situations where they are helping others.
The characteristic of persuasion means having the ability to convince others. Persuasion will help when
trying to convince others to join your cause and serve. Conceptualization really means to think and plan
ahead. When serving others if the leaders serving has a plan on how they will serve they will be able to
maximize their time to their cause. Foresight is having the ability to to understand the past and using
that information to look to the future. This characteristic helps a lot when it comes to the discussion
making process of being a servant leadership. The characteristic of stewardship is the care and
management of anything. In order for there to be organization within servant leadership stewardship is
necessary. Commitment to the growth of people characteristic is the drive to help others and to help
others develop. The commitment to the growth of people is necessary to make sure that a servant
leader does not serve for the benefit of themselves. Finally the community building is the creation of
new groups of people that can work together for the common good. This characteristic makes sure that
the ideals of servant leadership can continue and that as many people as possible can contribute to
serving others.
15
27.

of the above theory (Greenleaf)
28.

Principle Centered Leadership theory
by Covey
29.

of the above theory (Covey)
30.
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
31.

of the above theory (Deming)
HDF 190
HDF 190 Course Packet (Pages 3436)

Mrs.Mcguigan Tutoring
During my sophomore and junior year of high school I chose to go to my third grade teacher and ask
her if I could help around with her class after my classes finished. So every couple of days as soon as I
finished my classes I would take the bus to my elementary school and help out with the rest of the class
day for her and usually I would stay after and help organize her classroom. Helping out with her class
involved tutoring some of her students, reading with them, organize papers, helping out with grading
papers, making copies, etc. This experience was in my opinion a perfect example of servant leadership
because it displayed the characteristic of a servant leader. I had to listen at all times because watching
over a bunch of 3rd graders anything can happen. For their safety I had to be aware and ready for
anything to happen and I did this by making sure that I always was listening. When helping my teacher, I
wasnt always doing work that I found exciting or fun. But I had empathy for her because if I didnt
do this work she would have to and after a long day of teaching third graders Im sure that she wouldnt
have enjoyed doing the tasks either. On one day in particular there was a student who was playing and
got hurt. It was my job to take him to the nurses office, on the way I tried to heal him by cheering him up
with a bit of humor and support. Sometimes I would work with one of the students on homework and
they wouldnt always want to do this work so I would try my best and persuade them to do it by telling
them how great they were doing, or promising that we would read a cool story after we finished the
work. Every day I was given new tasks and to make sure that I would be ready to do these tasks and do
them on time I had to conceptualize the day. I would make little mental checklists of what I had to do
during that day. I did this program for a couple of months so I had some foresight on what works to
engage the students, this helped out with getting the student motivated their work. During class time I
was given the opportunity to watch over the third graders if the teacher had to step out for a moment or
if I had to take them to a certain room. This involved stewardship because without it the class would be
chaotic. The main reason that I helped out my teacher was to help these third graders grow as people. I
wanted to help these students learn and become better students, thus I really was committed to the
growth of these people. Finally when I was there I wanted to strengthen the community of the class by
making my best attempt at creating new friendships between these students.
16
32.

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

of the above theory (Sashkin)
34.

Individuals in Organizations leadership
theory by Argyris
35.

of the above theory (Argyris)
36.
Students will demonstrate knowledge of

HDF 190
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
37.

of the above theory (Grace)
38.

Situational Leadership theory by Hersey
& Blanchard
39.

of the above theory (Hersey & Blanchard)
HDF 190 Course Packet (Page 21)

VIA Test
The 4-V Model of Ethical Leadership is based around a persons virtues. One of the best definitions of
what our virtues are is Who a person is and what they believe in when no one else is watching. What
I find funny about this quote is that it really embodies this definition because no one knows the origin of
the quote. This model is what connects your values and lets you makes choices, otherwise known as a
persons ethics. What makes up these ethics is a connection of a persons vision, voice, and virtue. Our
values are what makes up who we are as a person/a persons fundamentals beliefs, our voice is how
we articulate our opinions, and virtue is our morals. The glue that binds these 3 features is service, polis
and renewal. Service connects our vision to values, and it is what how we put action to our beliefs. Polis
is what connects our voice to our vision, and it is how we figure out if we should stick to what we
fundamentally believe or go with what a person believes is morally correct. Renewal connects our voice
to our values, and it is how we put action to our moral beliefs. When all of this is connected it is what a
persons ethics are based off of.
17
40.

Relational Leadership model by
Komives, McMahon & Lucas
HDF 190
The relational leadership model shows the importance of relating with others as well as relationship
skills vital for leading a group. This model is comprised of 5 different components: inclusive,
empowering, purposeful, ethical, and process-oriented. These components are then split into 3 stages
of how the components can relate to a leader: knowing, being, and doing. The first inclusive component
relates to making sure everyone is included and the leader is making sure everyones point of view is
being heard. It is completely different just to know this compared to doing it and both of these are
completely different from being (believing in) this component. Empowering is making sure everyone is
getting the honor that they deserve and is properly rewarded for what they are doing. This could be as
simple as telling a team member good job. Each and every person thrives to have a purpose in life and
the purposeful component of relational leadership addresses that. This component has leaders making
sure that everyone has a job to do and makes sure that they are doing that job. Within each and every
group there are going to be different viewpoints and opinions, this is where the ethical component of
relational leadership tends to come into play. A leader must understand their own ethics (what they
believe to be good and bad) and be able to understand the ethics of whomever they are working with.
The final component of relational leadership, process-oriented, is in place to make sure that a group
stays on task and values the process rather than just focusing on the final product.
41.

of the above theory (Komives et al)
HDF 190
COM 310 Group Project- 4/20/15
For my Com 310 course (Rhetoric of hate speech) I was tasked with working within a group and present
a project informing the class on the hate group: Mens Rights Activists. I had to make sure, that
everyone had the exact same amount of work and was presenting the same amount thus making sure
to provide an inclusive experience for the members. During the beginning of the project it was really
hard for the group to have the motivation to start the project, so I kept empowering the group telling
them that they were going to do really great, and this really got the gears moving within the project.
Once the project was done I wanted to make sure that everyone knew that their efforts weren't in vain,
and I messaged them to tell them how great each of their presentations were, and how much the
professor enjoyed the presentation. Obviously when creating this project I had to be careful because
this hate group can anger people because of their ethics. So in order to be cautious of the ethics I made
sure that the group could talk to me if it their part to present violated their ethics. But in order to avoid
this as much as I could I wrote out the different topics of this hate group and let people choose their own
topic to present. Finally in order to make sure that my group valued the creation of this project rather
than just thinking about the grade at the end, I reassured them that we would do great, I met with them
to make sure that they were still interested and I had conversations with each member about Mens
Rights Activists to really spark the interest of the members to research the group.
42.

concept of constructivism
43.
Students will describe personal examples

of implementing constructivism
44.

experiential learning in leadership
development (Kolb)
18
45.

of experiential learning in leadership
development (Kolb)
46.

Social Change Model of Leadership
Development by Astin et al
HDF 190
HDF 190 Course Packet (Page 29 &

30)
The way I view this model is what it takes to change anything in our society. This model is split up into 3
values that you need to be aware of and have work with each other, if you want to successfully create
change. Within these values there is different criteria to make sure that you follow these values. The first
value is individual, because you have to know yourself/how you work before you work with others, you
have to be self-aware, and you have to know what you value. The criteria for this value is a
consciousness of self, you must have congruence, and you must have commitment. The second value
is group, if a person is going to focus on group dynamics they have to know how to work in a group. The
criteria for this value is collaboration, a common purpose, and controversy with civility. The final value is
society, which helps to bring about change for the common good. The only criteria for this value is
citizenship.
47.

of the above theory (Astin et al)
HDF 190
HDF 190 Course Packet (Page 29 &

30)
Class Activity-3/10-Stepping Stones
Family
The stepping stones activity that we did during class really taught me more than I thought it would. As I
started the activity Sam designated me as one of the people who got the disadvantage of being blind.
So I had to focus more on the society and group values rather than the individual value. It was also
interesting how during the activity we all were holding hands and in a way this really represented the
bond between the three values. Later on during the activity we had 2 Cs taken away from each
group taken away and we had to complete the activity again. So this represents that sometimes we will
not include all 7 of the Cs and because of that the task at hand will be more difficult, but it still will be
possible. The group will just have to work harder and longer in order to achieve whatever goal they are
trying to reach. In my opinion my father embodies the challenges that I went through during this activity.
He got an injury that has left him disabled and now he must walk with a crutch. I compare him to myself
in this activity because we both got a disadvantage, and I compare the rest of my family to the rest of
my group in this activity because each helps the person with the disability thrive.
48.

the Leadership Identity Development
Model by Komives et al
HDF 190

I view this model in a special way. I feel that this model is used to really define how every person is as a
leader through various ways. In order to realize ones personal leadership identity there are several
steps that a person must go through. It starts off with being aware that there are other leaders that have
similar goals or beliefs that are similar to their own. The next step is realizing who these people are and
integrate themselves within groups that they are a part of, or share similar beliefs. The third step is to
analyze the groups that they are a part of and realize how those leaders of the groups take action, and
to realize how the hierarchy of each of these groups work. The next step is to view leadership in the way
of each person working together within the group, and realizing the processes that take place within the
group. The fifth step is to have passion for the group and working with the group to resolve
issues/complete objectives. The final step is finally realizing ones leadership identity and using it to
achieve whichever goals one has, as well as to become mentors for those who are trying to figure out
their own leadership identity. Leadership identity takes several steps but once a person understands
their own leadership identity they can grow as a person as well as a leader.
19
49.
Students will describe personal application HDF 190

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

the Strengths-Development Model by
Hulme et al
51.

of the above theory (Hulme et al)
52.

behavior theories of leadership from
Michigan and Ohio State
53.

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

Charismatic leadership

Class Activity- 4/9- Small group
discussion
URI TV Network
During class on 4/9 each group in FLITE discussed three main points within this model. Primarily
looking at steps 1-3. Each person wrote down what they were involved in at URI, their mentors, their
strengths, as well as their goals. Personally this activity really connected to me because as a film major
my strengths really motivate me to figure out my own leadership identity, and I believe as of writing this I
am on stage four of this theory. When I came to URI I was dead set to work within film and find an outlet
for this, as well as a mentor to really view where I hope to go within my path at URI. So I got involved
with the URI TV Network. There I met Kody, the vice president of this club, and looked to him as a
mentor. I really integrated myself into this club and learned as much about the organization as I could. I
look up to the people in power, such as Kody, or the president, Barrett. I have been seeing how they
really run the organization and preparing myself to hopefully fill their shoes. I feel like I have started to
continue on to stage four, but am not completely there because as a group we are very small so it is
hard not differentiate what the positional leaders do compared to what the rest of the group does. The
next step for me is to really know how these mentors of mine got to where they are and use some of my
strengths to not only achieve what they have, but strive even further. Some of my strengths that really
sets me apart from them is my futuristic, activator, and maximizer strength. This would really benefit the
organization because I realize the potential that the network has (futuristic), I will start several new
ideas (activator), and maximize the studios potential (maximizer).
20
55.

of the above theory
56.

contingency approach to leadership by
Fiedler
57.

of the above theory (Fiedler)
58.

Path-Goal theory by House
59.

of the above theory (House)
60.

Leader Member Exchange (LMX) theory
61.

of the above theory
62.

Leadership Substitutes Theory
63.

of the above theory
21
64.

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

on leadership emergence and
performance
66.

Chaos approach to leadership by
Wheatley
67.

of the above theory (Wheatley)
22
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
69.
Student will describe personal example of

using cultural anthropology / paradigms
as a leader
70.

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

application of the Cycles of
Socialization (Harro)
72.

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

application of the Cycles of Liberation
(Harro)
74.

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

application of the Configuration of
Power (Franklin)
Target class
23
76.

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
78.

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.
Student will show knowledge of effective

leadership as it relates to change agency
82.
Student will describe personal examples

of being a change agent
83.
Student will create a personal code of

inclusive leadership
84.

the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
24
85.
Students will demonstrate personal

application of the Model of Intercultural
Sensitivity by Bennett
86.

the ally Action Continuum by Griffin &
Harro
87.

application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
88.
Student will show knowledge of principles of

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

critical thinking
90.
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
91.

metaphorical analysis to critically analyze
self and leadership situations
Target class
25
92.
Student will show knowledge of at least five

decision making methods
93.
Student will describe personal 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.

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
97.

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

in crisis situations
HDF190
Cruise Injury- 2013/14 Winter Break

VIA Test
During the winter break during new years of 2013-14 I went on a cruise with the rest of my family. One
night mid-way through the cruise I was up on top of the ship on a basketball court with some other
teenagers for a cruise activity of night dodgeball. I have a disease called Osgood slaughter in my knees
because of how fast I grew. This lead to my knees being weaker than they normally should be. Midway
through playing I felt my knee move in a way that I haven't felt it move before, my kneecap popped out
and back in for the first time. I fell to the ground and about 20 people surrounded me, either trying to talk
to me, comfort me, help me or just observing. In HDF 190 we figured out what are values are from the
VIA strengths test, and unknowingly I used several of my values that night. I was trying to comfort
people and not induce panic, so I started to joke around, showcasing my kindness value. I wanted to be
fair and let the others play so with the help of others I made my way off the court, this showed off both
my fairness and teamwork values. When I finally got down to the medical area of the ship I really had to
display my leadership value and take the lead, for the most part, without my parents, in a situation that
was foreign/scary to me. Finally once I was bandaged up, I left my cabin and went to find the friends
that I had made on the ship to thank them for their concern and helpfulness in a time of need, I really
wanted them to know how much they were helpful, this act shows off my appreciation of beauty and
excellence value.
26
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

active listening techniques
HDF 190
Day of Discovery Retreat- 2/7
During the Day of Discovery retreat I had the opportunity to learn about how to actively listen. Actively
listening means more than just understanding the words of what a person is saying. To actively listen a
person there us 5 criteria a person must meet. First the person who is actively listen must be
encouraging, this means to show interest in whatever the person is talking about. The next criteria is
that the person must be restating main ideas, this must include the re stating of everything important
that the speaker is talking about. An active listener must be reflecting feelings, this mostly has to deal
with empathy and the listener must let the speaker know how what they are saying makes them feel.
Next the listener must be clarifying, this means the listener must ask the speaker questions if they dont
understand what the speaker is saying. Finally the last characteristic is summarizing, once the speaker
is done the listener must collect the ideas and facts stated by the speaker. Within each characteristic
has 3 subcategories, goal, process, what to say. The goal is what the listener must achieve for each
characteristic, the process is the listener de-coding whatever the speaker said, and finally what to say
is, how the listener should respond to the speaker.
100.
Student will describe examples of using

active listening skills
HDF 190
The Last Son Short Film

God Sent Short Film
A Textbook Film Short Film
VIA Values
Whenever creating a short film, no matter what position a person is in, they must actively listen.
Throughout my years of filmmaking every single film I had a hand in creating required me to actively
listen. For some this task is difficult, yet I was able to do this for each film because one of my top value
strengths: teamwork. Due to this strength working in a team comes easily for me, and one of the
aspects of working well within a team is active listening. For The Last Son I was given the task of
sound design, and record the sound for the film. For this job I had to listen to multiple people. I had to
not only actively listen to people like the director to understand where they wanted the microphone to be
placed. But I also had to actively listen to the sounds that were being picked up in the mic, so if the wind
picked up, or a very loud plane flew over, I would have to warn the director. For films that I have directed
like God Sent or A Textbook Film I had to actively listen to everybody and everything. I had to
actively listen to the actors to see what they thought of the scene, as well as to see if they performed the
scene correctly. I had to actively listen to the person in charge of sound design to make sure that the
sound was coming out alright, as well as if there was any type of background sound that is messing up
the audio. Finally I had to actively listen to the script supervisor because they made sure that we were
filming everything correctly. They focused on what scenes I was filming and would tell me if I was
missing a shot or if there is a continuity error within the scene. So without actively listening to these
people the acting could be messed up, the audio could end up sounding terrible, and the main actor
could be wearing a different shirt for every single camera angle. Active listening within filmmaking is one
27
of the most important skills a person can have.
101.

functions of group communication by
Hirokawa
102.
Student will describe personal application of

functions of group communication
(Hirokawa)
103.
Student will show knowledge of techniques

regarding giving and accepting of feedback
104.
Student will describe examples of giving

and accepting feedback.
HDF 190
Disconnect Documentary
For my senior year of high school I filmed a short documentary called Disconnect with another
student for a senior project. Recently I thought back to this project during one of the HDF 190 classes,
where my instructor, Robert Vincent, was talking about how to be relational leader and how a relational
leader had to be inclusive. Since it was a group project, I had to be open to different ideas and feedback
thus being inclusive. This was relevant throughout the entire process of making the film. When we were
planning who we would interview, my group partner would give me feedback on who I believed should
or shouldnt be interviewed. This helped out keep the film very well rounded, because at first I didnt
think we needed to interview people like students, but when he explained otherwise it made much more
sense to have normal people in the film and not just the stars. When filming he would give me feedback
on how the camera angles were which helped the film look more visually pleasing. Then when we
finished filming and moved on to editing, there were many edits and re-edits of the film. This constant
re-editing made the film flow better and better, and even though the film is different from when it started,
it has improved in quality by a lot. All the feedback he gave me and I gave him improved the film as a
whole.
28
105.

facilitation and de-briefing techniques
106.

facilitation and de-briefing techniques
107.

framing and breaking the frame
108.

framing and breaking the frame
109.
Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
110.

organizing meetings / setting agendas /
leading meetings
HDF 190
Barrett Tonight Live Show- 4/24

Strength Quest
This semester the URI TV Network has been attempting to branch out more. During the beginning of the
semester of the semester the club figured out it would be fun, and beneficial to the club to have a giant,
live version of one of the productions, Barrett Tonight for the end of the semester. For this show I was
given the job of producer. This job entailed me of facilitating the rest of the staff as they complete their
own jobs, and making sure that everyone was up to date on what was going on. So this including
relaying information to guests, taking orders from the director, getting everyone in place, fixing camera,
communicating between different staff members, pre interviewing guests, crowd control, etc. This job
was even more vital and hectic than I originally imagined. Using my strengths we ended up making the
show a complete success. I used my futuristic skill to be aware of any problems that could have arisen
and fix it before they became a problem. I was an activator because I had to think on my feet of how to
fix any problem that arose. I was a communicator because I had to stay in constant communication with
all the staff and guests. I was a maximizer because I was making sure that everyone was doing their job
to the maximum that they could be doing it. Finally I made sure that everyone felt significant and not left
out, which in turn made everyone work even harder. There were over 100 people who attended the
event and each of these guests loved it.
HDF 190
URI TV Network
CARE Group Project- 4/21
Recently I have been having to take on more and more responsibilities. This has created several
experiences where Ive had to set agendas, organize meetings, and lead meetings. Within the URI TV
Network I have recently gained the position of Network manager. During my time at this club I have
learned about the studio itself and how it runs so often times on shooting days I am in charge. During on
these shooting days I have to make sure that we have an agenda so we dont go over time, as well as
lead the group to make sure everyone is doing their part. This has been useful several times in my
college career because of how similar it is to other experiences that I have had. Recently in HDF 190 I
had a group project with 6 other people. During the creation of this project I have had to work with the
rest of the group to organize meetings so we could get work done. I have also created agendas on a
meeting to meeting basis so we knew what we had to get done during each meeting that we had. Finally
during the beginning of the project no one really wanted to step up to really lead our group in meetings.
So I took that position and made sure that we were all doing what we needed to be doing as well as
29
made sure that we were all on the same page/ everyone knew what was going on.
111.
Student will show knowledge of

Parliamentary Procedure
112.
Student will show knowledge of techniques

for working with difficult people
113.

using techniques to work effectively with
difficult people
114.
Student will show knowledge of the stages

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

group development in use (Tuckman,
Bennis or others).
HDF 190
ENG 243
Strength Quest
During my first semester of my freshman year I decided to enroll in a short story class. This class
started off very interesting and I enjoyed reading these stories. But midway through the semester the
professor retired and left the class with an entirely new professor. This professor seemed nice but I soon
realized that she was very stuck in her ways and would give a 40-60 question quiz to the class, every
single class. For a person with test anxiety this class became a nightmare. I attempted to talk to her and
try to explain my situation, but she wouldnt listen to me and turn me away. It was far too late is the
semester to drop the class, so I relied on two of my strengths in this difficult situation: futuristic, and
maximizer. I made sure to analyze the stories we were given as much as I could and I made sure to
maximize my time in class and make sure to actively listen to her in case she spoke about the quiz. In
the mean time I took the class as normal and tried my best and ended up getting an A in this course
despite this difficult person. My strategy was effective to not only pass, but strive in her course.
30
116.
Student will show knowledge of group

dynamics and group roles
117.

group dynamics and group roles
118.

memberships skills in groups
119.

membership skills in use
120.

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

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

construction / elements of informative and
persuasive speeches
HDF 190
COM 100
Through my communication fundamentals course I got the opportunity to dive into the creation of an
informative or persuasive speech. One of the concepts that stuck with me was the idea of the balance
between logos, pathos, and ethos. These elements of a speech can make or break any type of speech.
Logos is the logic used behind what you say, this can be something like statistics that back an
argument. Pathos is the emotion behind a speech, otherwise known as the connection between the
speaker and the audience. Ethos is the credibility of the speaker, this is what lets the audience know
that you know what you are talking about. Whenever you have a speech of any sort you should have all
three of these aspects but the balance of the aspects is what can make or break a speech. If a speech
only consists of the speaker talking about who they are and what they have achieved, there is too much
of an ethos backing. If a speech starts to turn into a Sarah McLachlan SPCA commercial then there is
too much of a Pathos backing. Finally if there is the speech is just statistics and graphs, well then there
would be too much of a Logos backing. Depending on who your audience is and what type of speech
will also change the balance of these aspects. If a person is giving a speech about their research
findings to several professors then there shouldnt be much of a pathos backing. The goal of giving a
speech overall is finding a balance between these 3 elements.
31
123.
Student will demonstrate proficiency in

informative and persuasive public speaking
124.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
125.

planning and conducting interviews (as the
interviewer)
126.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
HDF 190
COM 100
Servant Leadership Assessment4/14
For HDF 190 I had to prepare a speech for my servant leadership assessment answering the question
of why am I a servant leadership. When planning out this speech I made sure to try to balance my
pathos, ethos, and logos aspect of this speech because it was such a short speech. I opened with a
personal story of advice one of my mentors has given me, which really helped me connect with the
audience. I also tried to provide as much humor as I could and because there was some laughter it
seemed to be taken well and really grabbed the audiences attention. These parts of my speech helped
the pathos portion of my speech. Then I continued to talk about the definition of one of the
characteristics of a servant leader and I also spoke about what the golden circle is. Speaking about both
of these concepts showed that I knew in depth about the topic and gave me credibility and provided the
ethos element to my speech. Finally when it came to the golden circle, I connected it with a real life
situation, filmmaking. This provided the logic for the audience to follow and created the Logos element
of my speech. Due to the short length of this speech finding a balance to these element was difficult,
and it took me several re-writes to finally get a balance. This process may have taken a long time, but it
is worth it because I was able to keep the audience engaged, explain my argument, and finally get my
point across.
HDF 190
Strengths Quest
Disconnect Documentary
For my senior project in high school I directed a short documentary called Disconnect. For this short
film I had to interview around 8 different people. Some of these people were pretty important people,
like a professional actor (Steven Ogg) as well as a professional screenwriter(Andre Nemec/See
Evidence). Since these were professional people, I treated each of the interviews professionally. In HDF
190 each student had to complete the strengths quest survey and although at the time I didnt realize it,
I realize now that I was using my strengths within the planning process as well as the conduction of the
interviews themselves. I was using my futuristic strength to think ahead about each interview and figure
out what questions I should ask so it would fit well into the documentary. During the actual interviews
themselves I sometimes had to come up with questions on the spot in order to get more footage. So I
used my activator strength to think of new questions on the spot and I used my communicator strength
to make sure everything was asked clearly/professionally. I used my maximizer strength throughout the
entire process making sure that all questions were asked well, as well as making sure that we got the
best use of the footage and time. Finally I used my significance strength to show the interviewee that
the interview was more than just a high school project just done for fun, and I really showed each
interviewee the passion behind the project.
32
127.

preparing for and being interviewed
128.

collaboration / coalition building
129.

working in collaborative/coalitions
130.
Student will show knowledge of Intercultural

communication considerations
131.
Student will demonstrate proficiency in

intercultural communication
132.
Student will describe ways to maintain

accountability in leadership / member
relationships
HDF 190

The Hub interview- 4/16
URI 101 Mentor interview- 3/31
Recently Ive had the opportunity to be interviewed several times this semester. When it came to
preparing for an interview my routine is pretty much always the same. I will first and foremost put an
alarm in my phone that will remind me of the interview to make sure that I will not forget about it or be
late. Second off I will make sure that I am dressed appropriately. This means finding and organizing all
of my professional clothing in order to arrange what I would be wearing in the interview. Then I will take
some time to look over my resume (or whatever supplement I gave to the interviewer) in order to know
what they already know and what I can elaborate on. Finally right before the interview I would take a
second to close my eyes and relax because if I came into the interview nervous, I would ruin a first
impression. So far this semester Ive had two important interviews. The first was my interview for the
hub on campus (A film equipment rental department on campus). I went in and it was slightly informal.
This was quite a bit different from other interviews that I have had because of that reason. During my
interviews I try to keep in mind my strengths because it helps out when answering questions. In fact, for
this interview one of the questions was What are your top 3 strengths? To this I responded with 3 of
my actual top 5 strengths from strengths quest, which impressed the interviewer. The second interview
that I have had this semester was my URI 101 mentor interview. In order to mentor a URI 101 class a
student must go through an interview process to see who they are as a person. This interview was a
group interview so I took had a different strategy than I normally do for an interview. I tried to be
personal while staying professional. I did this because if I just was professional I would not stick out to
the interviewers. I believe this was the right choice because I have been chosen to mentor a URI 101
class for the Fall of 2015 semester.
33
133.

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

relationships between leaders and
members
135.

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
137.

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
141.

mentoring and being mentored
34
142.
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
143.

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.
Student will describe personal application of

organizational analysis using the four
frames of organizations (Bolman and Deal)
35
36
37
38
39
40
41

Inventory Final 2014

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 Final 2014

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

CSLD Vision Statement

Engaged and experiential learning through a constructivist approach

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

HDF 190: FLITE

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

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

Offered in the fall and spring with Dr. Cooper

Only offered in spring for first-year students

HPR 411/412: Honors Senior Seminar

Must be in Honors or have GPA of 3.3

HDF 492: Leadership Minor Portfolio

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

Develop and Refine

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

Production of Young Frankenstein

Student will demonstrate personal,

Leadership Inventory Revised 8/30/2013

Student will demonstrate the ability to

God Sent Short Film

Student will demonstrate knowledge of

Psychology 113 Yoga Extra Credit

Student will demonstrate the ability to

Leadership Inventory Revised 8/30/2013

Student will express a personal code of

Student will demonstrate practice of the

Student will express a personal values

Student will demonstrate practice of the

Leadership Inventory Revised 8/30/2013

Student will demonstrate the ability to lead

Student will describe goals and objective

Student will show evidence of goals and