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LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Jillian Delasanta
Date Enrolled: September 2015
Date of Graduation: May 2019

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

Leadership Inventory Revised 8/30/2013

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.


Leadership Inventory Revised 8/30/2013

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
Introductory Course
3 credits
Internship
3 credits

Class options
HDF 190: FLITE

Only offered in spring for first-year students

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

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

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

or
or

BUS 441: Leadership Skills Development


or

HPR 411/412: Honors Senior Seminar


Portfolio
1 credit

Notes

HDF 492: Leadership Minor Portfolio

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
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 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

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
Leadership Inventory Revised 8/30/2013

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

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

MSL 201: Military Skills and History of Warfare


MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management

Leadership Inventory Revised 8/30/2013

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

4. 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
PROGRESS

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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation 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
Student will demonstrate the ability to
manage emotions

3.

Target class

Additional Experiences

HDF 190

4.

Student will demonstrate knowledge of


stress management methods

HDF 190

Service Project: Stress Awareness


Booth

5.

Student will demonstrate the ability to


manage stress

HDF 190

Servant Leadership Project, Health


Services Wellness Fair 2016

6.

Student will express a personal code of


leadership / membership ethics

HDF 190

VIA Assessment Results

Descriptive notes regarding learning and practice

In HDF 190, when our small group was given the task to assemble a tower out of pasta, string,
marshmallows, and other assorted items, emotions got a bit tense. This challenge is referred to as the
Marshmallow Challenge, and many different organizations use it with their employees in team building
exercises. At the beginning of the exercise, everyone started giving their ideas on how to make the
structure strong and tall, for the tallest structure won. Soon, everyone was yelling, competing with one
another as to whos idea was the best. To simmer the emotions, I mediated with the rest of the
members and proposed we vote on the ideas and continue from there. In the end, we were able to get
on the same page and finish our tower in time. Because of our frustration at the beginning, we lost a lot
of time on the actual challenge. In the end, we succeeded in our tower building and calmed down, even
though our tower fell. See evidence # 1.
On Wednesday, March 16, 2016, my small group and I made a Mental Health Awareness booth in the
Memorial Union as part of the Health Services Wellness Fair. We had information students could take,
a safe zone where students could interact with us about stressful experiences, and a hands-on project
for students to do: make stress balls! Our booth focused on how stress is a part of every college
students life, and gave reasons as to why it should be managed, and ways to do so. We were able to
reach out to many fellow students as well as faculty and staff who stopped by. I included a picture of
me and my peers at the fair who stayed the whole time to clean up afterwards. See evidence # 2.
During my small groups Servant Leadership project in HDF 190, we were set up at the Wellness Fair
at the Memorial Union hosted by Health Services of URI. As we manned the booth, we were able to
explore the other booths at the fair as well. The point of the fair was to encourage students to not
engage in risky behavior over summer break, nor allow stress or mental illness to build up during finals.
At our booth, we distributed information on stress and different techniques on how to subdue the
anxiety that comes with the end of the semester. We also had a poster where students could write what
keeps them level headed when they get stressed out. At another table, I picked up a pamphlet by
Health Services on stress management. The pamphlet included breathing exercises and therapeutic
images, as well as information for students regarding how Health Services can help manage stress.
Being a college student with chronic depression, stress is a never-ending part of my life. I have found
ways to tackle it however, such as breathing exercises and going on walks with friends. I am including
the front of the pamphlet as evidence. See evidence # 3.
My ethics lie in fairness and equal judgement. I believe that all people deserve the same rights, and
deserve to be treated with respect and understanding. Without equal opportunity and mutual
understanding, people will never gain the respect they deserve. I use these ethics as a guideline to my
personal style of leadership. These ethics align with my VIA Assessment results very closely. Fairness,
perspective, and leadership, just three of my top five values, all support my code of ethics. I highly
regard the value of fairness in every and any situation. As said earlier, I believe all people should be
given respect and understanding in order to make this world a more peaceful place. Only hatred and
ignorance can be spawned when respect is deliberately ignored. Perspective helps me lead because it
allows me to further understand other individuals, groups, and cultures. It allows me to sit in anothers
shoes and experience what they are experiencing; empathy is one of my top strengths. Being a leader
is another value of mine; to lead is to help another. Leading is supposed to be intrinsic and altruistic,

and that personal ethical standard of mine helps me stay rooted as a leader. See evidence # 4.

7.
8.
9.
10
.
11.
12
.

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Student will demonstrate practice of the


personal code of ethics
Student will express a personal values
statement
Student will demonstrate practice of the
personal values statement
Student will demonstrate the ability to
lead a project from start to finish (followthrough)
Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved

Student will show knowledge of the


Hierarchy of Needs theory by Maslow

HDF 190

Learning Contract

PSY 113

PSY 232

In HDF 190, we had to complete a Learning Contract, then follow through on the goal. My goal was to
utilize my strengths and values in such a way to become a Leadership Ambassador. To begin
accomplishing my learning contract, I attended a training session in the Memorial Union to become a
Leadership Ambassador. The session was run by peer leaders Edith and Ben, as well as Robert
Vincent. During training, we learned what it meant and the significance of being a Leadership
Ambassador, as well as how to talk to incoming students about the minor. We learned key talking
points, facts, and answers to frequently asked questions, in order to make the conversation flow better.
During the session, we discussed how to incorporate our own experiences at Leadership Institute as
well; a great way to show parents and students how valuable the program was to our academic
success and our social success as we acclimated to campus life.
After training we were asked to sign up for Welcome Days. I attended two days, but both were
unfortunately cut short for me due to job training. I arrived around 9am, the booths were already set up
and all we had to do before the incoming students rolled in was display brochures and practice our
prepared answers to frequently asked questions. As the students started to pour in, more parents were
interested in the program at first. Soon, when more students were there around mid-day, we got a lot of
students making their own way to the booth to ask questions. A lot of students (and parents alike) had
never heard if leadership studies being offered as a college program! It was rewarding to explain to the
families the minor and what we do. I was able to answer almost every question asked, refer them to
other people within the minor for more details, and encourage them to sign-up on the email list to get a
heads-start with the program and minor. I was very pleased with myself and my interest to keep an
informative and friendly conversation going so long about leadership and the Institute. I felt as though I
made an impact on the incoming freshmen who wanted to learn about leadership and how to
incorporate it into their time on campus. I applied my values of perspective, leadership, and social
intelligence the most during this activity. Perspective allowed me to address the challenges an
incoming freshman faces and speak to the insecurities of starting college. Letting the students know
how recently I was in their shoes made them more comfortable. My value of leadership allowed me to
take initiative and approach families who seemed to have interest in the minor and the program. See
evidence # 5.
During my first semester, I took PSY 113, where we learned the basics of psychology. This past
semester I took PSY 232, and we revisited this topic of Maslow and his theory and how it applies to the
development of humans. At the bottom of the pyramid is the first section containing physiological
needs. These are the basic physical needs of humans in order to survive, and include things such as
water, air, food, and sex. These needs are to be met first for they are the most important. The next level
is the safety needs; safety needs should be met after physiological needs. Safety needs include things
such as personal security, financial security, and health. Next is the social needs level, also referred to
as the level of love and belonging needs. These needs include friendship, family, intimacy, and

14
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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., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)

16
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Student will show knowledge of the theory


of Superleadership by Manz & Sims

Internship at the Jonnycake Center


of Westerly, RI

HDF 190

Leadership Institute 15, VIA survey,


Gallup survey

relationships. Humans are social creatures, and this need sometimes can overcome the first two. Next
is the level of esteem needs, which includes self-esteem, confidence, and strength. This level and the
next are not crucial for human survival, but instead for a fulfilling life. The topmost level is called selfactualization. Self-actualization is to find ones full potential and act on it, in other words finding your
calling and going through with it. Later on, another level was added but not always in every pyramid,
and this is self-transcendence. This is when you are altruistic in your self-actualization, and try to help
others reach self-actualization. See evidence # 6.
I think have experienced almost every level of Maslows theory. Of course, I take care of my physical
needs such as food and water. I also take care of my safety needs by staying healthy and staying out
of dangerous situations. Next was the level of sociality. I am involved in clubs on campus, and have
many friends at home whom I make time to see and relax with. I am also very tightly knit with my
immediate family. I have reached the next level (esteem) by building my confidence in the Leadership
Program at URI. Leadership positions, including ones from my high school years, have helped me
understand my value and worth. I have matured and am now understanding why confidence in ones
self is necessary to be a good leader and empower others. The next level is self-actualization. I believe
I have reached a form of self-actualization in high school. Leadership and helping others was a large
part of my life for many years, and still is. In my senior year of high school, I decided to create my own
internship at the Jonnycake Center of Westerly. There, I worked on their SPLASH program, the
Summer Program Looking to Alleviate Student Hunger. I organized the program, ordered the food,
created menus for each weeks pantry, and created the individual baskets that were then distributed. It
was rewarding knowing I helped the students in my community, who get supplied no-charge breakfast
and lunch at school, continue to eat meals during school vacation. My initiative was to keep these kids
from going hungry, and I spent countless hours on the project. This is when I realized how leadership
and service was my calling. I never plan to quit, and I am excited to be a part of Leadership here at
URI. See evidence # 7.
My top five strengths are empathy, restorative, individualization, input, and intellection. My top five VIA
character traits are leadership, fairness, social intelligence, love of learning, and perspective. I agree
with my results from Gallup whole-heartedly; most are about social awareness/intelligence. I have seen
myself use my sense of empathy a lot over the course of the semester, and even before then. For
example, another girl in my small group battles with a mental illness, like myself. We were able to really
connect and create a safe place for one another to talk and get advice. To be restorative means to be a
problem-solver. I am glad to consider myself a problem-solver, for academics and social life always
seem to be calling for them. Individualization allows me to really connect with each person I meet on a
personal level; I find uniqueness an important quality in all of my friends. Input and intellection portray
my strengths of knowledge, and my drive to gain it. Having leadership be my top VIA strength, I have
gained a lot of confidence in myself as a leader. I will continue to lead my various communities into
better tomorrows. Fairness and social intelligence go hand-in-hand for me. Social justice is something
I am passionate about, and spend many hours trying to be a part of. My characteristic of a love of
learning is also something I use every day. My goals and future plans all revolve around exceeding in
my academic endeavors, and continuing my education for years to come. I plan to someday get my
P.H.D. in primatology research. I also see this characteristic as applying to social learning; learning and
respecting peoples differences and backgrounds. I want to learn every day of my life, and hopefully
pass on the knowledge as I go. Emotions and perspective are huge influences on my day-to-day life,
and relate to my strength of empathy. At Leadership Institute 15, I made sure my team knew I was
always there to listen and advise. This created bonds between us that translated into trust now that we
are at University. I use these traits of various social awareness every day, every time I interact with
someone else. Its important to build trust and understanding between the people you meet, and that is
what I do on and off campus. See evidence # 8.

17
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Student will show application of Manz &


Sims theory to own life

Outcome Category: Leadership Theories


Outcome

Target class

18
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19
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22
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25
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26
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Student will show knowledge of the


Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)

Student will show knowledge of the


Servant Leadership theory of leadership
by Greenleaf

HDF 190

27
.

Student will describe personal application


of the above theory (Greenleaf)

HDF 190

Additional Experiences

Descriptive notes regarding learning and practice

Student will show knowledge of the


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

Servant Leader Project

In HDF 190, we learned about the Servant Leadership theory by Robert Greenleaf. This theory is
based on the concept of giving to your community before yourself. The leader is meant to be the
servant to the group they are trying to help. There are many character traits involved with being a
servant leader, including listening skills, empathy, healing, awareness, persuasion, conceptualization,
foresight, stewardship, commitment to the growth of people, and the urge to build community. These
characteristics are usually found in most leaders, for they occur naturally. Even after 30 plus years, this
style of leadership is still seen as ideal by many institutions. The idea is to have an intrinsic drive to
help others learn and grow, or just to increase their standard of living. Service is the backbone of this
type of leadership, and the most good is done when you can directly help another. See evidence # 9.
In class we were assigned a project to complete with our small group; we had to decide on an activity
or event about mental health awareness to participate in or create. My group decided to create a
mental health awareness booth and pay a visit to the assisted living center down the road. On March
16, 2016 we set up our booth in the Memorial Union for Health Services Beach Party wellness fair.
There, we met with students and worked together to make stress balls to help alleviate stress on
campus. Many students approached us and we provided lots of easy-to- read information on mental
health, including mental illness, but most focused on stress in the lives of college students. Similarly, on
April 3, 2016 we met as a group to visit Brookdale South Bay, an assisted living center in Kingston,
where we talked and shared stories with a diverse group of residents. The residents reminisced about
good times and bad times from childhood and other stressful periods in their lives such as living
through World War II, the Great Depression, as well as other tragedies. They taught us how to play one

of their favorite card games, sang with us, and laughed with us. We were able to connect to the stress
they feel leaving home and staying in a center to the stress college students feel leaving home and
moving to campus. Overall, my team had a great time influencing the lives of others for the better. The
students walked away with more knowledge surrounding the topic of stress, and the older folk left
knowing a group of young people care. We also walked away with a rewarding feeling of being able to
serve our community. See evidence # 10.

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37
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Student will show knowledge of the


Principle Centered Leadership theory
by Covey
Student will describe personal application
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
Student will describe personal application
of the above theory (Deming)
Student will show knowledge of the
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
Student will describe personal application
of the above theory (Sashkin)
Student will show knowledge of the
Individuals in Organizations leadership
theory by Argyris
Student will describe personal application
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)

Student will describe personal application


of the above theory (Grace)

HDF 190

RotarAct 2015

In HDF 190, we learned about ethical leadership and the 4 Vs. The four Vs are Values, Vision, Voice,
and Virtue. Values include our own personal values as individual leaders, and how we identify with
them in our lives. Vision is about having the ability to organize what needs to be done, especially
involving service to others. Vision also includes being able to picture what needs to be done in the
specific situation, and how to plan the actions needed. Voice refers to claiming your own voice in such
a way to empower and persuade others to follow your vision. Virtue refers to how your service, work,
and other displays of good and bad, define you as a human being. Doing virtuous things means you
care about the common good. See evidence # 11.
During the fall semester of 2015, a few students involved in RotarAct and I went to the Welcome House
in Wakefield, RI, to cook a meal for their tenants. The Welcome House is a shelter and soup kitchen for
the homeless of southern Rhode Island. I consider this experience an application of the 4 Vs because I
helped organize the event with the club and then carried it out. My values rest in equality and service. I
believe that spending time to help another person is important. Therefore, volunteering at the soup
kitchen was a no-brainer. My vision was to meet with these folks a few times, cook them dinner, and
eat dinner with the, so we can get to know one another. We were only able to go as a club on one
occasion, but we donated food around Thanksgiving so the pantry was full. Although we werent able to
meet the entirety of my vision, we succeeded in showing up at least once. I used my voice to connect
with the club and explain why next year we should try and make visits to the Welcome House a
monthly activity. These people enjoyed our food and company, and sharing a plate is always a great
way to tell stories. Finally, at the end of the day, I felt as though my virtue had grown. I did something
good for my local community, and I knew as I left that we filled the stomachs of about 20 homeless

persons living near campus. See evidence # 12.

38
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40
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Student will show knowledge of the


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

HDF 190

41
.

Student will describe personal application


of the above theory (Komives et al)

HDF 190

42
.

Student will show knowledge of the


concept of constructivism

HDF 190

43
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44
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45
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Students will describe personal examples


of implementing constructivism
Student will demonstrate knowledge of
experiential learning in leadership
development (Kolb)
Student will describe personal application
of experiential learning in leadership
development (Kolb)

Connors Jeopardy Activity

In class we learned about the Relational Leadership Model by Komives et al. This chart is split into five
components on one side, and on the other three chambers. The five components of relational
leadership are Inclusiveness, Empowering, Purposeful, Ethical, and Process-oriented. These pieces
are all defined by Komives specifically relating to leadership style. To be inclusive, you must include all
students, staff, and their diverse points of view. To be empowering, you must try to empower yourself,
as well as other group members. In order to be purposeful, you must have a commitment to the
position you hold, the other members of the group, and the success of the job at hand. In order to be
ethical, you must have your values and standards drive you to be a morally good person and leader.
And to be process-oriented, you need to maintain your team/group, and make sure each member has
the same drive to succeed in the initial vision. Next to each term are the information you need in order
to Know, to Believe, and to Do each of the five components. For example, you need to know yourself
and others, believe that differences in people are valuable, and have active listening skills, all in order
to be inclusive. In order to be empowering, you must know the impact of power on agencies, you must
believe that everyone has something to offer, and you must encourage others. To be purposeful, you
must know the role or mission of the project, believe that individuals, groups, and organizations have
the ability to make a difference, and you must identify your goals. To be ethical, you must know your
personal values, believe that socially responsible behavior should be encouraged in all people, and
behave congruently to such values. And finally, to be process-oriented, you must know your community
and the group process, you must believe that the process is just as important as the outcome, and
have collaboration skills. Each component has multiple things to know, believe, and do, but I outlined a
solid example of each one. See evidence # 13.
One week our section participated in an activity around the knowledge and applications of relational
leadership. One of our student leaders, Connor, created a Jeopardy game for the class to play and
compete in. For example, like traditional Jeopardy, she would have a group chose a section, then ask
the whole of us for the answer, and whoever answers correctly wins the points. The Jeopardy board
was split up the same way the Relational Leadership Model is, and we had to fill in each square with
only the knowledge we gained from studying the day earlier. This exercise was meant to refine our
skills in the model, and I would say, it was a success! See evidence # 14.
Constructivism is the theory centering around how people learn and understand the world they live in.
Constructivism is about experiencing new things and then reflecting on those experiences. Individuals
create the knowledge they gain, in other words individuals earlier experiences shape the new ones
and their understanding of them. In order to learn based off this theory, we need to constantly
reevaluate what we already know in order to alter and create new schemas. We use constructivism the
most in the classroom and the work place. To be constructive, students/employees generally work
together in groups, are urged to trust the process, and discuss big topics before branching off into
smaller parts. See evidence # 15.

46
.

Student will show knowledge of the


Social Change Model of Leadership
Development by Astin et al

HDF 190

47
.

Student will describe personal application


of the above theory (Astin et al)

HDF 190

48
.
49
.
50
.
51
.
52
.
53
.
54
.
55
.
56
.
57
.
58
.
59
.

Students will demonstrate knowledge of


the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
Student will describe personal application
of the above theory (Hulme et al)
Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
Student will describe personal application
of the above theories (Michigan & Ohio
State)
Student will demonstrate knowledge of
Charismatic leadership
Student will describe personal application
of the above theory
Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
Student will describe personal application
of the above theory (Fiedler)
Student will demonstrate knowledge of
Path-Goal theory by House
Student will describe personal application
of the above theory (House)

HDF 190 - Agent of Social Change


Activity

As explained in the handout, the 7 Cs of Social Change are collaboration, common purpose,
controversy with civility, citizenship, consciousness of self, congruence, and commitment. The seven
values are needed in order to be successful in changing something in a community. Social change
addresses the root cause of the problem rather than the problems consequences; thus fixing the
cause and ending all consequences in the future. Social change promotes justice and equality, and
thats why it is so important that leaders take part in it. The 7 Cs can then be divided into three groups:
individual values, group values, and societal values. Each group interacts with one another in such a
way that each value is used effectively to create success, as shown by the model. See evidence # 16.
On March 10th, 2016, both sections participated in a Social Change Activity run by Sam Klemarczyk
and our peer leaders. We were asked to split up into four groups (outer space, the beach, etc.) and
each group started at one corner of the atrium. The goal was to get your whole group around the entire
circle without touching the floor, and only using the 7 Cs, which in this case were small plastic stones.
By using each C, we had to get our team around the entire course of social change, and back, which
represented how each C is critical for the whole project to work. Each C was critical for change to
occur: collaboration, common purpose, controversy with civility, citizenship, consciousness of self,
congruence, and commitment. Each team ended up successful even with small blips in the way, and
we all helped one another reach our goal. See evidence # 17.

60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.

Student will demonstrate knowledge of


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

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


Outcome

Target class

68
.

Student will demonstrate how cultural


anthropology / paradigms relate to
leadership

APG 203 (Cultural


Anthropology)

69
.

Student will describe personal example


of using cultural anthropology /
paradigms as a leader

APG 203

70
.
71
.
72
.
73
.
74
.
75
.
76
.

Student will demonstrate knowledge of


the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
Student will demonstrate knowledge of
the Configuration of Power (Franklin)
and its relationship to leadership
Student will demonstrate personal
application of the Configuration of
Power (Franklin)
Student will demonstrate knowledge of
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
Student will demonstrate personal
application of model(s) of racial identity
development above
Students will demonstrate knowledge of

77
.
78

Additional Experiences

URI 101: Diversity Week Experience

Descriptive notes regarding learning and practice


In APG 203 we learned a lot of different facets of diversity throughout the world, from ethnicity and
language to medicinal beliefs. We learned about cultural paradigms, and how certain cultures are
oppressed in certain areas of the world. We briefly touched upon the aspects of leadership in
accordance to understanding diversity as well. We learned how understanding diversity and respecting
differences is a huge benefit for anyone looking to have a major role in any sort of company. To lead a
community means to lead a diverse amount of people to a better place or standing; a mutual respect
and understanding is critical for this to occur. Therefore, by understanding and respecting different
people of different background, a leader can make successful relationships with their members and get
any job done. See evidence # 18.
In APG 203 we learned a lot about diversity in the workplace and in everyday communities. From this
class is where I learned the importance of respect and understanding in every setting of life. In URI
101, we were each asked to attend an event during Diversity Week. I chose to attend the seminar
Students with Minoritized Identities of Sexuality and Gender (MIoSG) in Campus Contexts: An
Emergent Model. Speaker and URI staff Dr. Annie Russell explained how this acronym is more
inclusive than the general LGBT, and how being of minoritized gender or sexuality affects someones
time acclimating to college. The point of the seminar was to educate us and leave us with the
knowledge on how to be more inclusive towards every fellow student and staff worker, professor and
friend. Having a lot of friends of different backgrounds and orientations, I chose this seminar because it
is personally important to me. I was able to help educate other students at my table about the topic as
well. See evidence # 19.

.
79
.
80
.
81
.

McIntoshs theory of privilege and its


relationship to leadership
Student will demonstrate personal
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency

82
.

Student will describe personal examples


of being a change agent

83
.
84
.
85
.
86
.
87
.

Student will create a personal code of


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

HDF 190

The 7 Cs

HDF 190

Servant Leadership Project,


Counter-protest

Being an agent of change is a very valuable role for a leader. A change agent is a person committed to
a dynamic leadership process. For any person to be a change agent, they must first recognize that
there is a need fro change in their society. Then, they must empower themselves to act as and be a
leader. Once the person believes in their capabilities as a leader, they can move forward with
establishing their values, rooted in the 7 Cs of Social Change. There are things a change agent leader
must know, believe, and do, to be successful, much like a relational leader. For instance, a change
agent must know that change is a process, not something that happens over night. They should have
positive perceptions on the outcomes on change and a sense of comfort with the ambiguity following it.
They must demonstrate the ability to influence systems and other people, and convince others to follow
their vision. See evidence # 20.
For our Servant Leadership Project this semester, my small group focused on stress and stress
management in a diverse range of people, ranging from college students to the elderly. One part of the
project included an informational booth and activity as part of the Health Services Health fair at the
Memorial Union. We were an agent of change because we informed fellow students and staff on the
signs of stress, what too much stress can lead to (as in later effects such as mental illness), and
distributed information from NIH (http://www.nimh.nih.gov/health/index.shtml).
Two summers ago I also attended a counter protest against a hate group who came to Rhode Island,
the Westboro Baptist Church. They go around the country protesting the rights of LGBTQ+ people and
spewing hate in public places. Me and a few friends went to counter-protest, for we do not tolerate this
type of hatred in our community or our nation. I consider myself a change agent in this instance
because I understood and planned what needed to be done in order for the process to start. I displayed
self-confidence and patience at the protest, and I stepped out of my comfort zone in order to do people
justice. I demonstrated the importance and urgency of the topic, and I shared my experience to tell
others about my vision and hopes for a brighter and more peaceful future. See evidence # 21.

Outcome Category: Critical Thinking


Outcome

Additional Experiences

Descriptive notes regarding learning and practice

88
.

Student will show knowledge of principles


of critical thinking (logic is used in this
minor)

Leadership Institute 15

89
.

Student will demonstrate proficiency of


critical thinking

Leadership Institute 15

During my time at Leadership Institute, we learned, through hands-on activities, how to strategize as a
group and think critically to solve problems and challenges. During the Rhody Games, two specific
activates my team had to overcome led us to the conclusion of making a plan before tackling a
challenge. The first challenge we should have planned was the water bucket challenge. We had to face
another team and see who could fill up the bucket with water the fastest, using a hose and our own
carrying bucket. What made this challenge hard was how our carrying buckets had a hole in the
bottom! Again, because we didnt try to think of a way to keep as much water in the bucket as we
could, we lost the challenge. Similarly, the race where each person had to tie themselves to ne another
and race from start to finish, until every member is tied to each other. At first, our team did horribly.
People were not communicating enough to walk as a collective. Eventually, there was a turning point.
When we attached our member who has a physical disability, she stopped us and pointed out how we
need to walk if we want to move. It was this event that got our group to think critically and work
together. We may have finished last, but we took away a better lesson.
Critical thinking is about seeing the problem or objective, and breaking it down into parts, analyzing
each one before continuing. Like each member of our group, we were trying to walk on our own, when
we should have looked at the issue of walking in a different light. After breaking down the objective, we
found a way to seamlessly glide our legs in such a way where we were able to walk as one massive
chain of people. Critical thinking involves taking a moment to build a plan before running into the
task/situation. You need to analyze the situation before making a move, and most life tasks should be
thought through in this manner! See evidence # 22.
During my time at the Leadership Institute, we were expected to display a high standard of critical
thinking. One instance where my small group (Team Courage) did exceptionally well was in the
Challenge Course, specifically with the Spiders Web activity. The objective of the challenge was to
pass through each member of the team through an opening in the spiders web, a tangle of ropes
connected to two poles. The catch was that once a hole was used, we couldnt use it again for a
second student. After hearing this critical piece of the rules, we immediately began figuring out who
should/would want to take each section. By doing this, we were able to get the people across the
bottom over to the other side first, ready to receive the next person who was getting levitated. We also
figured to put the stronger members across the web first, because less of them would be there to catch
the others. We successfully got all of our members across to the other side safe and sound, and its
because we took a moment to think strategically before starting anything. Critical thinking is important
in this instance because we accomplished our goal, as well as doing it safely and rather quickly. See
evidence # 23.

90
.
91
.
92
.
93
.
94
.

Student will show knowledge of


metaphorical analysis to critically analyze
self and leadership situations
Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the

Target class

95
.
96
.
97
.
98
.

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

Outcome Category: Interpersonal and Organizational Concepts & Skills


Outcome

Target class

99.

Student will demonstrate knowledge of


active listening techniques

URI 101

100
.

Student will describe examples of using


active listening skills

101
.
102
.

Student will demonstrate knowledge of


functions of group communication by
Hirokawa
Student will describe personal application
of functions of group communication
(Hirokawa)

Additional Experiences

Servant Leadership Project


Assisted Living Center

Descriptive notes regarding learning and practice


In URI 101, we were briefed on the topic of active listening: how to do it and why we should. This was a
part of the lesson on effective note taking. We learned a number of skills on how to keep our notes
organized and neat, such as color-coding and minimal highlighting. We were asked to read a few
articles and come to class prepared to discuss what we read. Each blog had a similar set of rules:
use key words, only write main concepts, define terms, star important answers, and do NOT write
every single thing down. Of the few articles I took the most away from the CengageBrain blog, for I had
to be on CengageBrain already for another course I was taking at that time. See evidence # 24.
As part of my small groups project for the Servant Leadership Unit, we visited an assisted living center
in Wakefield, RI. The goal of our visit was to listen and speak with the residents to relive them of
stressful emotions that come with leaving home to be in someone elses care. We all displayed a
mature sense of active listening, and we knew this because at the end we were thanked for coming
and specifically listening to them ramble. To me, it wasnt rambling at all! It is amazing to meet with a
generation so different form your own. I learned so much about history just through speaking with the
older residents, such as what it was like living through WWII and the Great Depression. We learned
about these historic events as school children, but meeting someone who had first-handedly
experienced rationing and bomb raids put the whole event in perspective. Active listening allowed me
to hear these peoples stories, and better my knowledge and emotions surrounding the topics. See
evidence # 25.

103
.

Student will show knowledge of techniques


regarding giving and accepting of feedback

URI 101

HDF 190, The Four Agreements

104
.

Student will describe examples of giving


and accepting feedback.

HDF 190

Servant Leadership Speech

105
.
106
.
107
.
108
.
109
.
110.

Student will demonstrate knowledge of


facilitation and de-briefing techniques

In URI 101, the students were asked to meet with our teachers for one-on-one meetings to discuss our
school work, attendance, and emotions. This was my first experience of learning to give and receive
feedback in college, and at first I felt personally attacked by some of the comments. We discussed later
in class how peer review is a wonderful resource in college, especially for academics. Our biggest
resource is each other. I matured in this understanding when I reached HDF 190. Our first class we
reiterated the concept of the Four Agreements by Don Miguel Ruiz. The four agreements are: be
impeccable with your word, dont take anything personally, dont make assumptions, and always do
your best. After hearing these agreements again, I realized that my initial response to the feedback was
immature; I was taking the criticism personally. After being briefed on these four core phrases, I truly
understood what it means to give and receive feedback, especially critical feedback. Do not take
comments personally, for they were are only intended to better you. See evidence # 26.
In the last weeks of HDF 190, the students were asked to give individual speeches in regards to their
groups Servant Leadership Project. My small group decided to create a mental health awareness
booth, as well as visit the assisted living home down the street from campus to attempt to reduce
stress in a diverse amount of people in our community. As each of our group members gave their
speech, we were asked to record pros and cons. I wrote down the strengths and weaknesses within
each of my members speeches, and they did the same for me. The class following the speech, we
discussed our feedback with one another. I found out that my actual speaking could improve; I have a
tendency to use a lot of place holders when I pause within a sentence. I never noticed this before, and
this is why peer feedback is so important. See evidence # 27.

Student will demonstrate proficiency of


facilitation and de-briefing techniques
Student will demonstrate knowledge of
framing and breaking the frame
Student will demonstrate proficiency of
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings

Interact Club

During my high school career, I ran our Interact Club for two years in a row. Interact club is the high
school version of Rotary Club, very much like the college version RotarAct. I was voted into presidency
as a junior, and this was the first time in the Chariho Interact history for that to happen. Similarly, getting
voted into my second year as president was a first as well. As president of the club, I was in charge of
planning and facilitating meetings, creating and following through on projects, and empowering all of
the other members and students. As I grew as a leader, my experience in these tasks allowed me to
preform them very successfully by my senior year. We had a set schedule for meetings (every other
Monday at 3pm), and an agenda that was emailed out the day before. We created a website where the
members and I could interact and facilitate discussion, as well as update events and send out
messages. Meetings always started with old business, in the customary Rotary fashion. We then
moved into the most relevant business (in accordance to time) and finished off with a discussion. We
had a correspondent in Charihos Rotary Club, who ended up being my internship facilitator later in the
year. Overall the club was extremely successful in communication, service, and having fun! See
evidence # 28.

111.

Student will show knowledge of


Parliamentary Procedure

112.

Student will show knowledge of techniques


for working with difficult people
Student will describe personal examples of
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
Student will describe personal examples of
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
Student will describe personal examples of
group dynamics and group roles
Student will show knowledge of effective
memberships skills in groups
Student will describe personal examples of
membership skills in use
Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations

113.
114.
115.
116.
117.
118.
119.
120
.

Model Legislature Leadership


Program, Girls State

HDF 190

During my high school career, I was involved in Model Legislature Club Leadership as well as Girls
State. Both of these programs centered around leadership in government positions. Model Legislature
Leadership was a year-long club with a competitive application process. As a junior, I was given
position of Liberal House Whip, and as a senior I was awarded the position of Liberal Party Chair in the
House. We met every week to learn our responsibilities in such roles, and how to conduct the Model
Legislator Day event held at the end of the year at the State House. This day is dedicated to a mock
session of moving bills through the House and Senate, and signing them into law. Throughout the
year we are also asked to write bills for this event on subjects we are passionate about. At Girls State, I
was sent to a five-day camp in Barrington, RI. Another competitive application process was involved,
and about twenty girls are picked for the program. During this camp, we learned leadership skills,
parliamentary procedure, and the inner workings of our states government. We had many guest
speakers, including people in office. I was elected the President of the House, which means I was the
person in power to call onto senators to speak. Parliamentary procedure was the most touched upon
topic in both of these experiences. Not only did we have a manual to keep with us, we had to pass
small tests to prove we knew the material. Parliamentary procedure is a highly complex technique used
in government office during hearings and passing of legislation. During both experiences, we were
allowed to keep a small sheet of useful phrases on our binders, which I have attached. One example of
the procedure is the way we must conduct our responses and questions to specific people in specific
positions of power within the room. Most phrases start with I move to and give a clear and concise
explanation of the purpose of the statement. Any incongruences in parliamentary procedure could
completely void your statement. There is a specific way to adjourn meetings, amend bills, call to
intermission, and even moving to a previous point on an amendment. You must always address people
by their position, such as Senator Delasanta or Madame President. The procedure is made up of
infinite little rules to keep processes running smoothly and calmly. See evidence # 29.

In HDF 190, we read an article on the Challenge and Support theory by Nevitt Sanford. His theory
involves three developmental conditions; he was interested in how student development was related to
how the person interacted with their environment. The three conditions are readiness, challenge, and
support. Readiness is the concept that a person will not exhibit certain behaviors until they are
emotionally ready to do so. After ensuring the student is ready, notice whether or not the student is
being faced with too much challenge, or too much support. Too much challenge will cause the student
to do a number of things, usually either giving up on the task, feeling intimidated and losing confidence
because of the task, or ignoring the task altogether. This would result in no development on the

students behalf. On the other hand, if the student is receiving too much support, they will not develop
either. Too much support will not push the student out of their comfort zone; they will feel too safe and
satisfied, according to Sanford. Therefore, the point of this theory is to find a balance between
challenge and support where the student can develop and flourish. Both of these factors depend on
environmental factors, for example growing up in a single parent household, or being impoverished.
Disadvantaged people can display behavior considered to be off if the situation proves too challenging,
and not enough support (or sometimes none at all) is given. See evidence # 30.

121
.
122
.
123
.
124
.
125
.
126
.
127
.
128
.
129
.
130
.
131
.
132
.
133
.
134
.
135
.

Student will describe personal examples of


using the theory of Challenge and Support
(Sanford)
Student will show knowledge of the
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
Student will show knowledge of planning
and conducting interviews (as the
interviewer)
Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
Student will describe personal examples of
preparing for and being interviewed
Student will show knowledge of effective
collaboration / coalition building
Student will describe personal examples of
working in collaboratives/coalitions
Student will show knowledge of
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
Student will describe personal examples
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
Student will describe personal examples of
building relationships with members as a
leader

136
.
137
.
138
.
139
.
140
.

Student will describe how credibility applies


to leadership, as well as the characteristics
and skills of a credible leader
Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence

141
.
142
.
143
.
144
.
145
.

Student will describe personal examples of


mentoring and being mentored

Student will describe influence applies to


leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship

Student will describe principles of effective


peer leadership, as well as problems
particular to peer leadership
Student will describe personal examples
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
Student will describe personal application
of organizational analysis using the four
frames of organizations (Bolman and Deal)

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