Inventory-2013 2 Real

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013
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
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Notes
Only offered in spring for first-year students
or
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
or
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development

or
Portfolio
1 credit
Offered in the fall and spring with Dr. Cooper
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 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
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership
4. Develop and Refine

Skills
Leadership theory and

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

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
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
URI 101
2.
Student will demonstrate personal,

organizational, and academic examples of
self-discipline
HDF 190
Agenda
3.
Student will demonstrate the ability to

manage emotions
HDF 190
Leadership Institute
4.
Student will demonstrate knowledge of

stress management methods
HDF 190
Study groups
5.

manage stress
HDF 190
Communication 100 Group Project
In high school I would not express my opinion in class if I knew it was the unpopular opinion. I wanted
to fit in, so if everyone liked a certain type of music or movie I would say I did to. I saw it as easier than
explaining why I did not, or what I preferred instead. This changed when I entered college. In my first
semester at URI I took a class called URI 101. In this class I got to meet many students that lived in my
Living Learning Community and had similar majors. Though we had similar or the same majors, we
were very different people, and this became prevalent when we did icebreakers the first few classes.
We had one of the icebreakers we said something that relates to us and if this applied to someone
else, then that person would raise their hand. When someone said they loved to go to the beach and
everyone raised their hand, I was the only one who did not. I have never been to the beach before and
this came to a shock to the class. If I was in high school, I would have put my hand up even though I
did not enjoy nor been to the beach before so I would be accepted. I am glad I am at a point in my life
that I can be comfortable expressing myself without needing others approval. The minimized need for
approval was only strengthen when I took my strength test in HDF 190. My top strength is
Individualization, which means I value the differences in others. I believe out differences are our
strengths and nobody needs approval to be themselves and express their individualization. I have
attached a picture of the Mindset book. This book was required reading for URI 101 and taught me to
keep an open mind and trust myself. See Evidence #1.
I demonstrate personal, organizational, and academic examples of self- discipline though my keeping
an organized planner of my academic assignment and personal schedule to remain organize and on
task. I used to be unorganized until a student in HDF 190 inspired me to use an agenda to become
organized. This semester I have been more organized with my studies with using my agenda and
sticking to a schedule. I have attached a scanned image of a page of my agenda. Using my agenda
has helped me better manage my time and kept me on top of my assignments and grades. I have
always had an issue with remaining organized, and being inspired to finally use an agenda has
changed my college career. See Evidence #2.
During the HDF 190 Day of Discovery Retreat I participated in the discussion on the Value Timeline.
This led to managing my emotions and expressing them to the group along with listening and
understanding the emotions of others. The Leadership Institute was an emotional experience where I
had to manage my emotions to express them clearly to other weather it was a being picked up by my
fellow teammates over their heads or sharing experiences around the campfire. When I felt
overwhelmed, I took a step back and took a deep breathe. I reminded myself I was there to have fun
and learn and step out of my comfort zone. I decided to trust the process and that helped me relax. If I
was overwhelmed with emotions I would take a moment to gather my thoughts to find the right word to
express how I was feeling rather than stumbling through a thought. The evidence I used was a picture
of the leadership shirt I was giving at the Leadership Institute. See Evidence #3.
I was very stressed out for the first quiz in HDF 190 on relational leadership. I had a lot of assignments
due that week so I decided to take a step back and breathe. I then managed my time accordingly and
our small group planned a study group at the library. My safe zone training went over time and caused
me to stress out because I missed most of the study session. I debated not going, but I decided to trust
the process and went. My peer instructor and I found the most efficient ways for me to study the
relational leadership model without getting over whelmed. By managing my stress was able to study
effectively and got a great grade on the test. For evidence I used a picture of the board we were using
while studying. See Evidence #4
I demonstrated the ability to manage stress in the finial COM 100 H group project by remaining calm
and organized not only during the class presentation, but completing the project as well. Even though
the original plans were changed and rearranged multiple times, I remembered our goal and remained
flexible. I kept organized to manage time and stress and remembered to take a break to gather my
thoughts without being overwhelmed. These methods of dealing with stress are located on Evidence
#5.
6.
7.
8.
9.
10.
11.
12.
13.
Student will express a personal code of

leadership / membership ethics
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
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
Relational Leadership Study Group
My personal code of ethic derives from my core values. I value honesty, keeping ones word, be kind to
everyone, and helping others. I demonstrate and live by this code every day of my life. One example of
me demonstrating my personal code of ethic is when our small group in HDF 190 was nervous about
the first test of the semester. We decided that we would help each other and form a study group. We all
agreed to meet at the library at a certain time to study for the test. I was honest when I told them I was
going to be a little late due to Safe Zone training, but I was going to go and help out. I kept my word in
showing up to the study group and helping find different ways to memorize the Relational Leadership
model. For evidence I have attached a picture of the board we were using to map out different ideas to
help us study. See Evidence #6.
HDF 190
Servant Leadership project
In HDF 190 we were assigned a servant leadership project on mental health. Our group first started out
by brainstorming ideas. After we decided that creating an event in the Multicultural Center would be the
most effective project, we created a Google Doc that everyone in the project could edit. We had a
collaborative effort in storming ideas for discussion questions and ice breakers for the event. Nick
contacted the head of the Multicultural Center to see if we could reserve a space for us to host our
event. We decided to call the event Breakthrough: Ending Stigmatization on Campus and created
flyers to post around the campus. After contacting two guest speakers, creating a power point and
doing some much needed research we were ready for the event. The event ran for two hours including
speakers, presentations, and group discussions. It all ran smoothly and was a success. We then took
our experience, event, and knowledge of Servant Leadership to construct a presentation for HDF 190.
Our event and class presentation were a success thus demonstrating the ability to lead a project from
start to finish. For evidence I have included a picture of our small group after our Servant Leader
presentation, marking the end out our project. See Evidence #7.
HDF 190
To Done List
HDF190
Parents
At the beginning of the semester I had a set of goals I wanted to achieve, among those included getting
good grades, getting involved on campus, and staying connected to friends and family. During HDF
190 we were giving a piece of paper called the To Done List. Here students were able to list the
things they have accomplished this semester at that point. I was able to write down all three of my
goals on my To Done List. I was in good standing academically, I joined Rhody Ambassadors and SEC
this semester, and have been able to stay in contact to friends and family back at home. See Evidence
#8.
Maslows Hierarchy of Needs is a table displaying the necessities a human needs to function. I starts
with the most basic physiological needs such as air, food, and water. The next needs that are covered
are physical safety or security of body, family, and resources. From physical safety the Hierarchy of
Needs covers love and belonging. Love and belonging is derived from friends and family. After love
and belonging, the theory covers esteem. Self-esteem, personal achievements, and respect from
others fall under this category. At the very top of this table is self-actualization. The category of selfactualization includes personal morality, creativity, acceptance of fact, and spontaneity. I use Maslows
theory of the Hierarchy of Needs every day. My parents use the Hierarchy of Needs to provide for my
sister as I as well. For evidence I used the Hierarchy of Needs model. See evidence #9.
HDF 190
14.
Student will show application of Maslows

theory to own life
HDF190
Parents
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.)
HDF 190
Leadership Retreat
16.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
Student will show application of Manz &
Sims theory to own life
17.
My parents raised my sister and I keeping Maslows Hierarchy of Needs in mind. My parents always
made sure we had food, water, and fresh air first. After knowing we were fed then they would focus on
house, electric, and heat bills. Knowing that they have food in our stomachs and a roof over our heads
then they focus on spending personal time with us. After this they reach the top needs which include
creativity and spontaneity. After all this they know they have the financial stability to do other things
they love/luxuries such as vacations. For evidence I used a picture of my parents because to me they
represent the Hierarchy of Needs theory. See Evidence #10.
Completed both the GALLOP StrengthQuest test and VISA test. My first StrengthQuest strength is
Individualization. I am fascinated by the differences in others and how everyone can still work together
as a group and use these differences as an advantage. My second is Futuristic. I create plans to meet
future goals. My third strength is Communication. I always ask questions and be straight forward in
order to have clear communication in a group project setting. My fourth strength is Restorative. I look
for ways to help others improve themselves and I see their potential. My last StrengthQuest strength is
Input. I share my opinion and listen to other to come to a group conclusion.
My first strength from VISA is Kindness. I am aware of others feelings and keep a positive attitude
which allows me to be aware of others emotions and be approachable. My second strength is
Judgment. I weigh all options and keep an open mind when it comes to making decisions that will not
only effect myself, but others as well. My third VISA strength is Love. I value close relationship, which
is important in mentoring situations. My fourth strength is Social Intelligence. I am aware of others
feelings and I adapt the way I approach a problem or situation. My last strength was Appreciation of
Beauty and Excellence. I am able appreciate the small things in life, as well as excellence when
completing tasks and goals.My last VISA strengthen (my weakness) was Humble. I feel proud of my
accomplishments and like to point them out. I believe I can improve on this by acknowledging others
accomplishments and seeing that everyone has their own personal accomplishments. I saw my
strengths and personal leadership style at the leadership retreat. My personal leadership style is to
encourage and motivate others and listen. I saw the differences in each of our group members through
their top strengths and ask them question/created opportunity that I knew were favor their strengths.
This showed my strengths of Individualization, Communication, and Social Intelligence. For evidence I
used my StrengthsQuest results. See Evidence #11.
Outcome Category: Leadership Theories

Outcome
18.
19.
20.
21.
Target class

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
of the above theory (Taylor)
10
22.
23.
24.
25.
26.
27.

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

of the above theory (Greenleaf)
HDF 190
Mental Health Project
HDF 190
Mental Health Project
The Servant Leadership Theory by Greenleaf is describes a servant leader as a servant first. That it
begins with a natural feeling to want to serve. This theory was created by Robert K. Greenleaf in 1970.
Greenleaf came up with ten important characteristics of a Servant Leader. The first characteristic is
listening. Listening is important characteristic of a servant leader because listening to others helps
communication of a group. The second characteristic is Empathy. Empathy is the characteristic that
allows servant leaders to understand and empathize with others. The thirst characteristic is Healing.
Healing helps a servant leader mend and strengthens the relationships around them. The fourth
characteristic is Awareness. Being aware is helps a servant leader to understand issues involving
ethics, power, and values. The fifth characteristic is Persuasion. Persuasion is an important
characteristic to servant leaders because it allows leaders to seek to convince others rather than
coerce compliance. Persuading others rather than forcing them will lead to a better outcome overall.
The sixth characteristic is Conceptualization. Conceptualization allows servant leaders to seek a
balance between conceptual thinking and a day to day operational approach. The seventh
characteristic is Foresight. Foresight allows a leader to understand the lessons from the past, the
realities of the present, and the likely consequences of the future to make logical decisions. The eighth
characteristic of the servant leadership theory is Stewardship. Stewardship emphasizes openness and
persuasion, rather than control. If a servant leader has the characteristic of Stewardship then others
trust them to be committed to the cause. The ninth characteristic is the Commitment to the Growth of
People. This is one of the important characteristic that make servant leadership stand apart from other
forms of leadership. Some of the ways a servant leader shows Commitment to the Growth of People
are concrete actions such as making funds available for personal and professional development, taking
a personal interest in the ideas and suggestions from everyone, encouraging worker involvement in the
decision making process, and actively assisting laid-off employees to find other positions. The tenth
characteristic of the servant leadership theory is Building Community. This characteristic leads servant
leaders to build communities among those who work at a giving institution. See evidence number 12
which is the Servant Leadership model. In class we were assign a mental health project in our small
groups that encompassed the Servant Leadership theory. Working in our small groups, I saw our
servant leadership characteristics come out. Each of us encompasses different servant leadership
traits. I discovered my strongest characteristics of this theory were listening and foresight, while I saw
Nicks were Stewardship and Persuasion. We used the theory and the national feeling to want to serve
to put on an event in the Multicultural Center to serve the student body by creating a safe and open
environment where they could discuss the stigma relating to mental health and also learn about the
resources on campus. See Evidence #12.
The Servant Leadership theory by Robert K. Greenleaf was applied in the mental health project our
small group hosted on April 12th, 2016 in the Multicultural center at URI. Everyone in our group is a
servant leader and had the natural feeing to serve the URI community by hosting the event
Breakthrough: Ending Stigmatization on Campus (See evidence #27). We wanted to create a safe
and open area where students could not only discuss the stigmatization of mental illness in today
society, but also learn about the resources that are available to them on campus. Throughout the event
the participant, our small group, and I used the Servant Leadership characteristics of Listening,
Empathy, Commitment to the Growth of People and, Building Community. In small group discussions
11
we listened and empathized with participants personal stories relating to mental illness. During the
event we saw people grow as they heard different views on mental health and opened their mind to
new possibilities. We saw the room come together as a community where we all felt connected to each
other and felt more comfortable about reaching out for mental help on campus. For evidence I included
a picture of the flyer we used to advertise our event. See Evidence #13.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Principle Centered Leadership theory by
Covey
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 190
Zumba class
37.

of the above value (Grace)
HDF 190
Zumba class
38.

Situational Leadership theory by Hersey
& Blanchard
HDF 190
Open House
The 4 Vs is a chart that Dr. Bill Grace created modeling ethical leadership. The 4 Vs include Values,
Vision, Voice, and Virtue. The top of the chart is values, which means understanding of and
commitment of our individual core of our identities. In the middle there is virtue which is the heart of
understanding why someone practice and do what they do. Vision and voice make the remaining two
corners describing how we create an idea and use our voice to make it a reality. The sides of the
triangle are represented by Service, Polls, and Renewal. Service connects out vision and values which
shows how our values are tested while serving others and trying to accomplish our Vision. Polls
connect Vision and Voice showing how the public act of voicing our opinion is related to politics.
Renewal represents the process of taking a step back and reevaluating our actions to make sure they
are in line with our values and vision. I have personally used the 4 Vs of Ethical Leadership during a
Zumba class at URI. For evidence I used the 4 Vs from the packet. See Evidence #14.
When I started URI I began to value health and fitness more. I wanted to get healthier and I missed
belly dancing at home, so I decided I wanted to try Zumba. I created a vision of a health and exercise
plan with the end goal to lose 10 pounds. I used my voice to motivate my roommates to valuing her
own health as well. I encouraged them to go to Zumba with me twice a week. They motivated me as
much as I motivated them to stick to our routine plan. We managed to stay committed to our plan the
entire semester and lost a total of 35 pounds. For evidence I used a picture of the Zumba schedule I
used. See Evidence #15.
Situational Leadership is by Hersey& Blanchard and was created in the 1950s. The theory
encompasses the notion that leaders act differently depending on the situation. This theory also states
that the situation determines how will emerge as the leader. Some people are more suited to be
leaders in certain situation over others, such as situations they may have a lot of experience in.
Different leadership behaviors are also required in certain situations. I have seen situational leadership
take place multiple times in class and our of the class room setting at URI. One example of Situational
12
39.

of the above theory (Hersey & Blanchard)
40.

Relational Leadership model by
Komives, McMahon & Lucas
Open House
HDF 190
Marshmallow Tower Challenge
Leadership I have experienced on campus was at open house For evidence I used the Situational
Leadership notes from the course packet. See Evidence #16.
I volunteer at Open House my first semester of college as a part of URI 101. I was put into a group of
six girls who were assigned a spot outside near the parking lot of the Ryan Center. Our job was to act
happy and enthusiastic and hand out papers that had directions to get back to the parking lot after
Open House. Originally one girl in the group took the leadership position as families started to show up.
She had volunteered at Open House before and was quick to answer any question parents had
concerning directions and events of the day. As the day progressed slightly I noticed that many cars
drove past the entrance to the parking lot and had to turn around farther up the street to get back to the
entrance. In this situation I decided it would be more beneficial for me to stand near the entrance with
pompoms and direct traffic into the parking lot. I took the initiative and told the others about my idea
and they agreed it was a good plan, even though it was not our original job to direct traffic. I
collaborated with another volunteer to have her cover my original spot and task of handing out
directions while I went a directed traffic. For evidence I used a picture of the shirt I wore to volunteer for
Open House. See Evidence #17.
The Relational Leadership model by Komives, McMahon, and Lucas has five leadership components
which are: Inclusive, Empowering, Purposeful, Ethical, and Progress-Oriented. Each of these
components are then broken down into three parts of. Knowing, Being, and Doing. Inclusive is defined
as inclusive of all students, staff, and diverse point of views. What one needs to Know/ have the
knowledge or understanding of in order to be inclusive is one has to know their self and others. To be
inclusive one must believe that differences in others are valuable. They must also believe in fairness
and equality, everyone can make a difference, and need to conceptualize groups and organizations as
web-like structures. In order for one to be inclusive one must do (have skills in) developing talent,
listening, building coalitions, framing/re-framing, and engaging in civil disclosure. In order to be
inclusive one must be able to recognize that differences in others can be a strength. One needs a wellrounded team, not a well-rounded individual so letting everyone contribute and listening to everyone
ideas will help the group bond and make connections.
The second component is Empowering which is defined as empowering of self, group members, and
other involved constituents. In order to do this one must have an understanding of power,
empowerment, and impact of power on policies and procedures, and self-esteem. A leader needs to
believe that everyone has something to offer and contributions of others are solicited and valued. In
order to empower a group everyone must be involved and valued. To empower a group a leader must
gatekeep, share information, learn at individual and team levels, encourage and affirm others, promote
self-leadership, and practice renewal. Encouraging others and getting to know who you are working
with builds a bond between two people that empowers them to do their best. This leads the people one
is leading to feel confident to share information and lead on their own.
The third component is Purposeful. Purposeful is defined as having an individual commitment to the
position, the students, staff, job tasks, and other constituents. In order to be purposeful a leader must
keep the role of the mission/vision in mind and change process and models. This will help keep the
group on the right track. A leader must also believe that keeping a hopeful, positive, optimistic attitude
can help everyone because if the leader is positive and engaged in the task then it will spread to the
rest of the team. A leader must also believe that individuals, groups, and organizations can make a
difference because everyone is working together for a purpose and if one believes they can make a
difference then they can. In order for a leader to be purposeful they must be able to identify goals,
envision, make meaning, think creatively, and involve others in the vision-building process. These skills
show commitment to the mission/vision and the leaders strive to reach that goal with the help of the
team.
The fourth component is Ethical. Ethical is defined as driven by values and standards of leadership
which are good in nature. For a leader to be ethical they must have knowledge of the development of
values, influence of systems on justice and care, models of valuing of self and others, and decision
making. These will help a leader make ethical decisions. A leader must believe that socially
13
responsible behavior is encouraged in all people, character development happens through participation
in groups and organizations, high standards of behavior for each person helps everyone, and actions
which benefits others are preferred over actions pursued for self-gain. This is important because
leaders should set a good example for others and hold themselves to the same standards. A leader
must have behave congruently, trust others and be trustworthy, be reliable and responsible, act
courageously, identify issue as needing an ethical decision, and confront inappropriate behavior in
others. Doing these will give a leader credibility.
The last component is Process-Oriented. Process-Oriented is defined as how a group goes about
building and maintaining a team, and accomplishing the groups purpose and/or vision. A leader must
have knowledge of community, group process, and systems perspective in order to be processoriented. A leader needs to believe the process is as important as the outcome, effort of a high quality
is to be encouraged, and good things happen when people trust the process. A leader should have
skills in collaboration, reflecting, making meaning, challenging, engaging in civil confrontation, learning,
and giving and receiving feedback. Being process oriented is an important component of relational
leadership because it keeps the group on task and makes the process to a goal smooth, efficient, and
enjoyable for all involved. I have used this theory in action in HDF 190. For evidence I used the
Relational Leadership notes. See Evidence #18
41.

of the above theory (Komives et al)
HDF 190
Marshmallow Tower Challenge
42.

concept of constructivism
HDF 190
Servant Leadership
43.
Students will describe personal examples

of implementing constructivism
HDF 190
History of Jazz
In HDF 190 our small group was asked to make a tower using only a marshmallow, uncooked pasta,
some tape, and a piece of string. Our instructions were to make the tallest tower we could in 18
minutes. During these 18 minutes our group used ever component of the relational leadership model.
We used our differences to our advantages. Josh is an instigator which got us going in the project and
Nick is a strategic thinker which helped us create the structure of the power. We all were able to give
our input in how we could make the tower better and our diverse points of view. This demonstrated the
inclusive component of the Relational Leadership Model. We would encourage and affirm each other if
we had a good idea or were working on the construction of the tower. This is how we used the
empowering component. Everyone in the group demonstrated purposeful by keeping a positive,
hopeful, and optimistic attitude throughout the 18 minutes we were building the tower. We applied the
Relational Leadership theory component of Process-Oriented by our collaboration throughout the tower
building activity. We put our ideas together and if something didnt work we would reflect why and
learned from the mistake in order to change it for the better. For evidence I included a picture of our
small group completing the tower. See Evidence #19.
Constructivism is the concept about how people learn. In this concept people are though to create their
own understanding and knowledge through personal experiences and reflecting on them. When people
learn something new, prior experiences and beliefs effect the way we learn and view things. This is
why someone views or idea of something can change after new experiences. This is why people must
ask question, never stop seeking information, and re-assing what we already know. When I first heard
we were going to be learning about Servant Leadership in HDF 190 I immediately thought about
community service because of past experiences. I though Servant Leadership was just helping people
to reach a short term goal. As the class progress I kept an open mind and learned that there was much
more to Servant Leadership than I thought. I learned that Servant Leadership had 10 characteristic and
was committed to build a community and dedicated to the growth of others. At the end of our Servant
Leadership project I had re-assed what I believed about Servant Leadership and discovered my outlook had changed with new knowledge and experiences. For evidence I used the constructivism
handout from Sakai. See Evidence #20.
I have personal used the concept of constructivism in my History of Jazz class. I thought I knew a lot
about Jazz going into the class from past experience with being in a vocal jazz ensemble in high
school. I originally came into the class with a negative mindset and view on jazz. I did not enjoy how
the ensemble e was run in high school thus causing me to quit and have a negative view on Jazz. This
caused me not to enjoy the first few classes. The professor passion and knowledge encouraged me to
re-asses my view of jazz and I discovered there was much more to jazz than I thought I knew. With the
14
new knowledge and positive experiences I had in the class, I had gained a more positive outlook the
subject of Jazz. For evidence I included a page of my Jazz notes. I included this to show the growth of
knowledge that changed my view on Jazz. See Evidence #21.
44.
45.
46.

experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
47.

of the above theory (Astin et al)
48.

the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
49.
50.
51.
52.
53.
54.
HDF 190
Rhody Ambassadors
HDF 190
Rhody Ambassadors
The Social Change Model of Leadership Development was created for college students who wanted
to learn how to work efficiently with one and other to create social change. There are the parties that
effect each other in a loop, which are Individual, Group, and Society. The model shows that an
individual needs to develop personal qualities, self-awareness, and personal values. This will lead to
them having a commitment and strong belief to a cause. A person with a belief can find others with the
same belief and form a group. Groups emphasizes on collaboration and interaction between the group
and the individual. With a group people can get more accomplished which leads to an effect on society.
Society be influenced and changed by groups to bring about change for the common good. These
groups can go in any order. I have personally used this above theory during my involvement as a
Rhody Ambassador. For evidence I used the Social Change model from my notes. See Evidence
#22.
I, as an individual, have the personal qualities and values of wanted being very positive and believe
that I should give back to underclassmen. This led me to wanting to get involved on campus in some
way. I found a group of individuals that had the same qualities and values that I did called the Rhody
Ambassadors. As a group we all work together to help plan Welcome Days and Open Houses for
prospective students and their families. Our goal is to be a positive influence on the prospective
students and represent the university well. When we make positive impacts on these families we help
many of them decide to go to URI. Helping inspire high school students to come to URI to pursue a
higher education creates a positive change for the common good. With more people going to URI and
getting educated allows for the chance for more students to do the same and inspire future generations
to go to college and make the world a better place. For evidence I used a picture of the shirt I was
given to help volunteer at the Welcome Days. See Evidence #23.
15
55.
56.

of the above theory
contingency approach to leadership by
Fiedler
57.

of the above theory (Fiedler)
58.

Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
59.
60.
61.
62.
63.
64.
65.
66.
67.
HDF 190
Peer Leaders
HDF 190
Leadership Institute
Contingency leadership is adaptable leadership. A leader acts different depending on the situation. The
model states that there is no one best style of leadership. Instead, a leader's effectiveness is based on
the situation. The theory is based n two factors that are leadership style" and "situational
favorableness". Leadership style is the leaders personal leadership style. Situational favorableness
take in account position of power, leader-member relationship, and task structure. In class peer
leaders adapt their leadership styles depending on what the class is doing that day. In the beginning of
the year the peer leaders took on a more prominent leadership role. They lead discussion and
encouraged participation with small groups. As the semester progressed they took a less prominent
leadership role. They compelled us to figure things out for ourselves and kept us on the right track.
They allowed us to become the leaders. For evidence I used the notes on contingency leadership from
our notes. See Evidence #24.
During Leadership Institute we as leaders used contingency leadership. Among the various activities
such as the blind folded walks in the woods, balancing an egg, tug of war, and discussions, all the
leaders used different approaches to leadership. We used different form of Relational Leadership when
we empowered each other and included everyone in our color groups and as a united camp. At other
points we used Servant Leadership when we were in discussion group where we were empathetic, we
listened, and we grew as people, and built a community among ourselves. I included a picture of our
Leadership Institute group. See Evidence #25.
16
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
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
Target class
HDF 190
Response to President Dooley
Leadership and the change agency go hand and hand. A change agent should understand that change
is a process and resistance will occur at all levels. No matter what one is trying to change there will
always be some who will resist change, even if it is for the better. A leader must compensate for this by
understanding and creating strategies for overcoming such resistance. A leader should have a positive
perception on change and self-confidence and patience. Change is a process that will take time so
17
82.
Student will describe personal examples

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

inclusive leadership
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
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
84.
85.
86.
87.
Social Change Activity
remaining positive throughout the process is key. A leader should have a willingness to step outside of
a comfort zone and comfort with ambiguity and transition. A leader should demonstrate an ability to
influence systems and the creation of a sense of urgency. Being able to influence systems will help a
change agent to create change faster while getting more people involved. Creating a sense of urgency
is important to motivate people to join the cause and show how important an issue is. A leader that is a
change agent must demonstrate an ability to articulate a vision and the willingness to take a risk to
make a difference. A leader should be able to articulate their vision so others can see the full extent of
what they want to change and achieve. A leader should also demonstrate the willingness to take a risk
because change is not always easy and being able to take a risk for the cause shows their
commitment. In class we used the Social Change Model and Change Agent to create a detailed
response to a memo President Dooley sent. In our response we gave an example of action steps
based on the Social Change Model and Change Agent that the University of Rhode Island campus
could follow to create a more positive and tolerant community. For evidence I used the Social Change
Model. See Evidence #26.
One day of class in HDF 190 we went to the Memorial Union to do an activity using Social Change and
the Change Agent. We were split up in three groups and our task was to work together to get our group
back home. Everyone had to be a Change Agent. We had to understand that change was a process
and that resistance was going to happen. Thats why we all had self-confidence and patience as we
worked together to find different strategies to move around the room. When someone had a suggestion
they had to be able to articulate their vision well so the others new what they had to do to execute the
plan. We had to be willing to take a risk and step out of our comfort zone to test these plans. As we
went around the room, if one person stepped off a tile we had to answer a question relating to the
social change model. For evidence I used a page from our notes on Social Change and the Change
Agent. We used this model throughout the activity. See Evidence #27.
Outcome Category: Critical Thinking

Outcome
88.
89.
Target class
Student will show knowledge of principles of

critical thinking (logic is used in this minor)
Student will demonstrate proficiency of
critical thinking
18
90.
91.
92.
93.
94.
95.
96.
97.
98.
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
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
roots of conflicts
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
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100.
101.
102.
Target
class

active listening techniques
Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
19
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
Student will show knowledge of techniques

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

facilitation and de-briefing techniques
facilitation and de-briefing techniques
HDF 190
Leadership Speech Feedback
In HDF 190 our class had to give a two and a half minute speech on servant leadership and how it
related to their major and future career path. While others were giving their speeches, members of their
small groups took notes on their presentations. Notes such as tone quality, nonverbal language, speed,
and filler words. After everyone was done presenting their speeches, we got back into small groups to
give and receive feedback on each other speeches. I took detailed notes while watching each my
peers speeches in order to give constructive feedback. When giving feedback I like to start out with a
positive comment on the presentation. I then go into details on what could be improved, not what they
did wrong. I then end my feedback on another positive accept of their presentation. I usually wrap it up
by saying they did well overall. I feel like this technique is a good way to give feedback because it does
not come off as harsh or in a way that the one receiving the feedback to become defensive. When I
received feedback from my small group members I kept an open mind. I knew I had some issues with
the speech, such as speed, so I was expecting to hear that from my peers. I also stay calm because I
know that they are trying to help me become a better me, and I appreciate that. For evidence I used
the paper I used to write feedback on during the speeches. See Evidence #28.
HDF 190
Breakthrough: Ending Stigmatization

on Campus
For my small groups Servant Leadership Mental Health project we held an event at the Multicultural
Center called Breakthrough: Ending Stigmatization on Campus. For this project I helped facilitate
small group conversations on mental health. As a first step, I performed ice breakers to get the group
talking and comfortable with one and other. These ice breakers included going around the group giving
everyone the opportunity to tell us their name, age, and major. It is important for a facilitator to have a
plan before facilitating. This is why I did extensive research on the topics we were going to be
discussing. I made sure all my information came from credible sources. I also used the plan of the
event to decide how I could use everyones time the most effectively. I created a list of questions that
could be used to prompt conversation. I used these questions as a guideline for the conversation I was
facilitating. I used my strength of Social Intelligence during the time I was facilitating to read the room.
This helped me to decide when I should interject or change the subject to keep the conversation
moving to cover all the material in our time frame. At the end of our event we all came together as one
large group to de-brief. We reviewed the information we learned today as well as shared personal
stories and comments. We went over the main points of the events and the over-arching main reason
we help this event: To spread awareness to the stigmatization of mental health and illness on campus.
We then discussed how we as a community can move forward in creating a safer and more tolerable
community on campus. For evidence I used a picture that was taken at our mental health event at the
Multicultural Center. See Evidence #29.

framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
20
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
126.
127.
128.
129.
130.
131.
132.

using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
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)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building
working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
21
133.
134.
135.
136.
137.
138.
139.
140.

related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
141.

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

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
143.
HDF 190
Student Leaders and URI 101
In high school I was part of an organization called Student Leaders. In Student Leaders we were
assigned two incoming freshmen students and we mentored from before school started to the end of
their freshman year of high school. Throughout the year I was able to visit the freshman advisories to
talk about different subjects that would be of value for incoming freshman. These topic included after
school activities, study habits, rules and dress code policy, and scheduling classes. I was able to share
my own personal experiences with my freshman and was able to be a resource for them throughout
the year, weather it was personal or academic related. I still remain in contact with my freshman and
they know they can contact me with any questions or concerns even though I am in college. A personal
experience of me being mentored is during my first semester at college. I took a class called URI 101
where I had a URI 101 mentor. She was an amazing resource during my first semester of college. She
taught me about how to register for classes, what resources we had on campus for academic help, and
general information about the school and campus life. She organized games and ice breakers so the
class could get to know each other better, which I found very helpful because I was nervous about
making friends. She gave us all her email address and phone number so we could contact her if we
had any question for concerns relating to the class or outside of the class. I emailed her several times
during my first semester at college with both academic and personal questions. She already responded
fast and was extremely helpful. She defiantly made my first semester at college easier. For evidence I
used a picture of my Student Leadership shirt. When I see this shirt, it reminds me of the impact I have
made on the lives of the students I mentored and inspires me to be a better leader and mentor in the
future. See Evidence #30.
22
144.
145.
Student will describe the four frames of

organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)
23

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

Offered in the fall and spring with Dr. Cooper

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

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

HDF 415: FLITE Peer Leadership

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

Student will demonstrate personal,

Student will demonstrate the ability to

Student will demonstrate knowledge of

Student will demonstrate the ability to

Communication 100 Group Project

Student will express a personal code of

Student will express a personal values

Student will describe goals and objective

Student will show knowledge of the

Relational Leadership Study Group

Servant Leadership project

Leadership Inventory Revised 8/30/2013

Student will show application of Maslows

Student will describe personal leadership

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Descriptive notes regarding learning and practice

Student will show knowledge of the

Student will show knowledge of the

Student will describe personal application

Mental Health Project

Mental Health Project

Student will show knowledge of the