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:

Leadership Inventory Revised 8/30/2013 1

*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 2

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement

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

CSLD Vision Statement

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be
competitive in the work place and global marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.

CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models

MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a 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 3
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

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 4
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 3
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 5
 BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths
Perseverance
Weaknesses
PROGRESS Develop and maintain family,
Values
interpersonal, and intimate relationships
P Needs
Academic, social, personal goals and
R Styles
objectives
O Learning
G Teaching P
Personality R
R
Membership O
E RE-EVALUATE
Leadership G
S former stages as you
S progress R
E
4. Develop and Refine S
Skills S

Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming 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
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 Best Buddies In HDF 190 and my other classes, such as BIO 242 and CHM 103, I found that organization works the
APO same way for me. I have to take handwritten notes. If I take notes on a laptop I will not remember the
BIO 242 information. I also record lectures so that while I am rereading my notes I can listen to them and add
CHM 103 any missed details. I also have to have different folders and notebooks for every subject so that no
papers get lost. To assure that I get the grades I want I do a little of every subject every day to make
sure I am retaining the information. I also do this so when there is a test or quiz so, I will not stress out
the night before because I havent been studying the material. To hold my self-accountable for this I put
charts on my wall to check off each day after I completed that subject. The charts are on top of folders
so that If I have any confusions or questions after I finished a subject for the day I can put it inside and
start from there the next day.
For Best Buddies, an organization that connects adults with disabilities and college students, and Alpha
Phi Omega (APO), a national service fraternity, I keep track of the activities that are always happening,
along with due dates by putting them in my phone and on a calendar in my room so I will know when I
am available to things
See Evidence 1
HDF 190 Day of Discovery, CHM 103, BIO In HDF 190 we did a lot of activities that involved or small groups. In each activity we had to listen to
242, APO Best Buddies each persons reasoning in order to get the same goal. In doing this I had to learn how to control my
own emotions in order to actually hear what someone was saying. One example of this is when we had
to build a house out of spaghetti and marshmallows. Each person had a different idea as to what to do
and I was very focused on doing it the way I thought was best to the point I was really angry it wasnt
happening. I then took a breath realizing that being angry wouldnt do anything. At the Day of
Discovery, a retreat for HDF 190, our small group talked some deep topics and instead if shutting down
out of fear of being shut out by my peers, I decided just to take aa deep breath and say the things I
wanted to. Between dealing with classes, such as CHM 103 and BIO 242, and different organizations,
such as best buddies, an organization that connects adults with disabilities and college students, and
APO (Alpha Phi Omega a national service fraternity), my schedule can get very overwhelming, but
instead of just breaking down I tend to take a break for a few minutes. In these breaks I normally take
deep breathes and listen to music in order to clear my mind and look at everything from a new
prospective.
See Evidence 12
NUR 100 Best buddies, APO, URI 101 In Nursing 100 we discussed different stressors and different ways to manage stress in a work setting.
Such as keeping journals, exercising, watching movies or reading books in the class we had
PowerPoint slides introducing the topic then we all had to take stress test survey, to see how stressed
we actually are. After we took this survey we then discussed how we can use this stress relievers.
In URI 101 we talked about how to avoid getting over stressed, such not studying too long in a row and
to take breaks when it starts to get rough, or asking for help.
Best Buddies, an organization that connects adults with disabilities and college students, can get really
stressful at times, the executive board of best buddies had told us about this and that its best to take
deep breathes and look at the situation from a new view.
Alpha Phi Omega (APO), a national service fraternity, can also be stressful with planning events and
rides to the events, from talking to people that had already have been in the club I now know to just
take a pause and everything will fall into place if you remain calm.
See Evidence 2
HDF 190 Best Buddies APO In HDF 190 we talked about the importance of managing stress in order to be the best version of
 manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement
9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to
lead a project from start to finish (follow-
. through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
yourself you can be. On the first day of HDF 190 I copied the schedule into my calendar in order to
know all dates and keep away from stressing over last minute things. Also when we had to give our
speeches for HDF 190 I was very stressed out beforehand. I finished my speech a couple days before
the class, in order to assure time to practice it. When I would get stressed prating I would write down
why I was nervous for the speech and try to fix it the next time I practiced. Before class I read those
notes as a reminder of what to do during my speech and then I used slow breathing techniques while
waiting to go. In Best Buddies college students are paired up with people in the community who have a
disability, once you are paired you have to talk to your buddy once a week and do an activity with them
once a month outside of the club event. I have had a lot of trouble getting in contact with my buddy, so
instead of just freaking out that I cant talk to him I reached out to the executive board and they are all
helping me reach out to him. I get really worried at times because I always feel like I am not doing what
is expected of me, when this happens now I take a piece of paper and write all that times I have tried to
contact him so I dont have to stress that I am doing something wrong.
In Alpha Phi Omega (APO), a national service fraternity, when I have to help plan events I get nervous
too so I again seek guidance and I write down what I can do to make it better to get it all out of my
head.
When I am stressed for a test or any things that it would be harder to seek guidance for I go to the gym
to clear my mind, I will also get a full eight hours of sleep because I wont retain anything in my head at
that point. Sometimes if I need a little break I will just watch a movie or TV show episode to get my
mind off of things.
See Evidence 3
sakai
sakai
HDF 190 Day of discovery In HDF 190 we took the VIA Institute on Character survey to see the order of our values. My top five in
order were Honest, Kindness, Fairness, Gratitude, and Spirituality. To me honesty is being true to
yourself and others, kindness is respecting everyone, fairness is giving each person an opportunity,
gratitude is having and showing appreciation, and spirituality is being able to connect. I feel like each of
these values describe my life spot on. I feel really bad if am not honest to someone and am hurt when I
am lied to. I treat everyone the same no matter who they are. I am very appreciative of everything I
have in my life and even though I dont always physically show it I am always thinking it. And I love
being connected to things and people. I feel that connectedness makes us whole. During the Day of
Discovery retreat for HDF 190 we were asked to bring in an item of value to us. I brought in my bucket
list journal. I take my bucket list very seriously and am determined to complete everything on it. My
bucket list is liked the typical on though. Things on my bucket list include experience cultures around
the world, save someones life, and make a difference. I feel that these desires in my life reflect my
values. For example, experiencing cultures around the world, its because I want to feel a connection
with people I meet and culture is a great place for that. Also because I feel like in the US we take our
culture for granted and although I am appreciative that my culture is well known I think that everyone
deserves the chance for their culture to be known and accepted. I incorporate these values into every
aspect of my life. I believe it is important to be honest, thankful, kind, fair, and to make connections.
See Evidence 20
retreat
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the
Hierarchy of Needs theory by Maslow
.
14 Student will show application of Maslows
theory to own life
.
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 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
Outcome
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
PSY 113
HDR 190 Day of discovery, URI 101 In HDR 190 we took the Strengthquest test to learn what our top 5 strengths were. According Gallup
ASB Strengths, my top five were responsibility, developer, empathy, belief, and relator. I found that these
strengths really relate to me. To me my strengths mean responsibility as in taking a stand, owning up to
what you do, and not always relaying on others, Developer as in seeing the possibilities and making
them happen, mostly in within people, Empathy is being able to feel how others feel and put myself in
the middle of their situation, belief is having the ability to know that things are going to work out and
helping others see it that way too, and relator meaning relationships are valuable and important, I take
pride in each one I make and make them close relationships.
In URI 101 we took the Typefocus quiz, my result was ENFP which stands for extraversion, intuition,
feeling, and perceiving. I relate to most of these, I always want to know for about people and can feel
what others feel. I am flexible with things and feel that new approaches make for new adventures
During the Day of Discovery, a retreat for HDF 190, we were able to use our strengths in a team builder
exercise, where we had to make it across the room with only stepping on dots. I found that my
responsibility strength came out when were would make a mistake and have to start again. My
empathy came out when my teammates would mess-up and get stuck, I would feel bad for them and
try to figure out how I would get out of the situation. Developer came into play when we needed to
figure out how we were going to get across. And lastly belief was in play throughout the whole activity
knowing that my team would make it across no matter what.
ASB was an alternative trip during spring break. I went to Louisiana and I saw my strengths coming
through at all different parts of the trip. One example of this is while we were serving with a family to fix
up their house after it was destroyed by the floodings. There was this little 7-year-old boy that was very
shy and scared with twenty-five strangers in his house. I was able to emphasize with him when I saw
him staying close to his brothers and barely talking. My responsibility strength kicked in when I got
down on his level to talk to him and just find out more about him. That one moment also showed belief
with me knowing he would eventually talk to us and developer because I was able to see that he
wanted to know us and be a part of this project with is. By the end of the day he was following me
around like a shadow and was willing to talk to anyone. As a relator I was able to value this new
relationship I made because it wasnt just a natural process.
See Evidence 4
Target class Additional Experiences Descriptive notes regarding learning and practice
19 Student will describe personal application
of the above theory (Weber)
.
20 Student will show knowledge of the
Scientific Management theory of
. leadership by Taylor
21 Student will describe personal application
of the above theory (Taylor)
.
22 Student will show knowledge of the
Management by Objectives theory of
. leadership by Drucker
23 Student will describe personal application
of the above theory (Drucker)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
25 Student will describe personal application
of the above theory (MacGregor)
.
26 Student will show knowledge of the HDF 190 Best Buddies In HDF 190 we learned what a servant leader was. According to Robert Greenleaf a servant leader is a
Servant Leadership theory of leadership person that is first a servant and is a servant by choice. In class we had a power point that had taught
. by Greenleaf us about this model. It started off with Robert Greenleafs definition then went on to discussing the ten
characteristics that correspond with the servant leadership theory. This are the characteristics;
Listening, meaning the other person is felt like they are being heard. Empathy is having the ability to
see where others are coming from. Healing is being able to make one whole. Awareness of what is
going on in whatever situation you are dealing with. Persuasion is when the leader is able to convince
others that what they are doing the right. Conceptualization meaning, they good look at problems ad
find different ways to fix them. Foresight is having the ability to use knowledge of the present and past
to benefit the future. Stewardship according to Peter Block is holding something in trust for another.
The final two characteristics are Commitment to the growth of people and building a community.
In Best Buddies, an organization that connects adults with disabilities and college students, we are
servant leaders because naturally we all want the community with disabilities to feel accepted in the
world. We use empathy to understand where each person with a disability is coming from in order to
give them what they need. We also are committed to the growth of each buddy and the whole
community of people with disabilities to improve.
What Is Servant Leadership?
https://www.greenleaf.org/what-is-servant-leadership/
See Evidence 15
27 Student will describe personal application HDF 190 ASB, APO In HDF 190 we had a student panel come in and tell how they are each servant leaders. Each of them
of the above theory (Greenleaf) had a different example of how they serve, but it was shown how each of them had a natural desire to
. serve and therefore they have benefited the people around them, which is Robert Greenleafs definition
of a servant leader. I believe I have been a servant leader in the organizations I am part of. For Alpha
Phi Omega (APO), a national service fraternity, we do different service projects, most weekends. This
year I was on service committee so I was able to try to serve in areas I thought were necessary. Some
of the service trips this year were the Habitat for humanity Restore, campus clean up, and a hike path
clean up. I also have the opportunity to go on an Alternative Spring Break (ASB) trip this year. We went
to Louisiana to serve the areas of the state that were affected by the recent floods. We were able to
serve families personally and also the public areas that were affected. We planted trees because many
of them were destroyed from the floods. One of most memorable service opportunities I was given on
this trip was while we were serving this family of twelve get their house ready to paint. As we were
working the family came by and there was a seven-year-old boy that was very shy and scared that we
 were all there. I saw this in his face and explained everything we were doing to him and by the end of
the day he wasnt shy anymore and wanted to be a part of everything.
What Is Servant Leadership?
https://www.greenleaf.org/what-is-servant-leadership/
See Evidence 14
28 Student will show knowledge of the
Principle Centered Leadership theory
. by Covey
29 Student will describe personal application
of the above theory (Covey)
.
30 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
31 Student will describe personal application
of the above theory (Deming)
.
32 Student will show knowledge of the
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
33 Student will describe personal application
of the above theory (Sashkin)
.
34 Student will show knowledge of the
Individuals in Organizations leadership
. theory by Argyris
35 Student will describe personal application
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of HDF 190 Best buddies In HDF 190 we learned about all the components of the 4V theory. According to
the 4 Vs theory of leadership by Grace Dr. Bill Grace, the four V stand for Value, vision, voice, and virtue. Values are what an individual finds
. (Center for Ethical Leadership) important and will hold deeply in every aspect of their life. Vision is the idea that the individual has for
life. Voice is how the person goes about spreading their message to make their vision happen. And
virtue is keeping the common good or the common trait that is derived from the values, vision, and
voice. In class we did an activity where we started with value and had to pick one of our top values and
write it down in the corresponding box. I choose Kindness. We then were told to think of a problem that
we think has to be fixed in the world and put that under vision. My problem that I wanted to fix was that
everyone should feel safe. The next direction was to think of a slogan that helped corresponded with
our problem and we put that under voice. My slogan was safety save lives. The final step was to look
at the VIA classification of 24 character strengths, and find our value that we used and write the
corresponding category name under Virtues, then make sure it related to the vision and voice. My word
for virtue was humanity and it fit because the problem I wanted to fix had to do with people.
In Best Buddies, an organization that connects adults with disabilities and college students, we value
kindness, our vison is to make all community members with disabilities to feel connected, of slogan for
our voice is everyone deserves a friend, and the word for virtue that bests our other Vs is humanity
because for major concern is helping people connect.
Concepts and Philosophies
http://www.ethicalleadership.org/concepts-and-philosophies.html
See Evidence 5
37 Student will describe personal application HDF 190 ASB In HDF 190 we learned the 4-V model and how each of the Vs relate to each other. According to Dr.
of the above theory (Grace) Bill Grace the 4-V model is relating values and beliefs to behaviors and actions. We also determined
.

38 Student will show knowledge of the
Situational Leadership theory by Hersey
. & Blanchard
39 Student will describe personal application
of the above theory (Hersey & Blanchard)
.
40 Student will show knowledge of the
Relational Leadership model by
. Komives, McMahon & Lucas
how vital each of the Vs, values, vision, voice, and virtue, were. Without one of them the others wont
proceed. For example, if you have a vision but no voice nothing is going to get accomplished.
For our Alternative Spring Break (ASB) trip, we met together every week leading up to the trip. Our
major value became teamwork. We started planning or vision to bring the community of southern
Louisiana back up after the terrible natural disasters after learning all that they went through. For voice
we reached out to our friends and families to tell them what we were doing and why. Then once we got
down to Louisiana we told the citizens how we wanted to serve with them to get make their community
whole again. And the virtue that tied all of this together was justice because we wanted to work
together and give people the chance to have a better life.
Concepts and Philosophies
http://www.ethicalleadership.org/concepts-and-philosophies.html
See Evidence 6
HDF 190 APO In HDF 190 we discussed the relational leadership grid created by Komives, McMahon and Lucas. It is
this five by four block chart that list five different components, then in the next three boxes across it list
what that component has a great understanding of, what it believes in, and what skills that component
has. The five components with an example of one thing it knows, believes, and does are: Inclusive is of
all students, staff and diverse points of view, it has an understanding of self and others, believes that
fairness and equality are important and has skills I listening. Empowering is of self, group members,
and other involved constituents, it has an understanding of power, believes that everyone has
something to offer and is good at promoting self-leadership. Purposeful is having an individual
commitment to the position, students staff, and other constituents, it has an understanding of role of
missions, believes that hopeful, positive attitudes help everyone, and has skills in identifying goals.
Ethical is driven by values and standards of leadership, it understands decision making, believes that
socially responsible behavior is encouraged in all, and they have skills in acting courageously. The final
component is process-oriented which is how the group goes about building and maintaining a team, it
understands community, believes that the process is as important as the outcome, and has skills in
reflecting.
In Alpha Phi Omega (APO), a national service fraternity, the components that stick out the most are
ethical, and inclusive. Ethical is seen because for each project or event we participate in we make sure
our vales of serving others is being made. We also have meetings that are a safe place because
everyone trusts each other. We are inclusive because we allow everyone to come to meetings, even if
they arent members. We listen to all ideas and try to implant all of them in the things we do and we
believe that fairness and equality should come before everything
In other organizations I am a part of I can see each of these components being used at different
moments during meetings or events. After learning about the model I believe that an organization
cannot be successful without all of these components.
Relational Leadership Model
https://edld350group1.wikispaces.com/Relational+Leadership+Model
See Evidence 7
41 Student will describe personal application
of the above theory (Komives et al)
. studying this model we knew what each component understands, believes, and has skills in.
42 Student will show knowledge of the
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of
experiential learning in leadership
. development (Kolb)
45 Student will describe personal application
of experiential learning in leadership
. development (Kolb)
46 Student will show knowledge of the
Social Change Model of Leadership
. Development by Astin et al
HDF 190 Best buddies ASB In HDF 190 we learned and studied the relational leadership model created by Komives, that details
the components inclusive, empowering, purposeful, ethical, and process-oriented. By the end of
In Best buddies, an organization that connects adults with disabilities and college students, we are
inclusive because we open the club to everyone, at school, and in the community. We listen to ideas to
make the events more fun, and everyone is treated the same way rather they are a college buddy or a
buddy with a disability. Best Buddies is purposeful because their goal is to make the buddies with
disabilities feel accepted and loved in their community. We are reminded of this at every meeting and
we have ways to identify that our goals are being made.
During my Alternative Spring Break (ASB) trip to Louisiana I saw each component come out over the
week. We were inclusive when we allowed everyone to open up and tell their story, we listen to each
person we talked to over the week, rather or not they were from our school. For example, after a day of
service we welcomed all the neighborhood kids in the area we were serving in to come and play games
with us. We were empowering when we would cheer each other one, when one of us didnt feel
comfortable about doing something. There were always moments that we were assuring that all of us
were getting something out of the trip. We were purposeful because we went on the trip with the
mission to serve a community that was effected by a disaster and with optimism and positivity we stuck
with our mission. The ethical component was shown when we would all participate in activities and we
could relay of everyone that they would do their part, so there was never any worry. Finally, ASB was
process-oriented with the fact that even though we were there to serve the flood problems, we knew it
would only be beneficial if we talked to the victims and understood what we were helping, rather than
just getting the job done.
If organizations do not have one of the components of this model, they will have problems. Each
component brings out a different important skill but coincides with the other components.
Relational Leadership Model
https://edld350group1.wikispaces.com/Relational+Leadership+Model
See Evidence 8
HDF 190 Best buddies In HDF 190 we learned about the social change model. According to Astin, the social change model
are the seven Cs that need to be accomplished in order to make things happen. In learning about the
seven Cs we did it in a series of questions with a different amount of people. The first three Cs are
individual based so we grouped up and asked or partners about Conscious of self, congruence, and
commitment. With my partner we came to the conclusion the conscious of self is important because in
order to help other people you need to fully understand yourself because giving advice to others
without fully believing in it doesnt help either of you. Congruence is important because it means that
you arent afraid to stand up for your beliefs while in the middle of working in a group. And Commitment
is important because it gives you the strength and desire to continue the project at hand. The next
three Cs are group based, so we talked in our small groups of eight and discussed collaboration,
common purpose, and controversy with civility. Together we thought that collaboration is important
because this is the time that everyone is able to find out what is going on and start to get on the same
page. The common purpose is necessary in order for the group to be getting the same thigs out of the

47 Student will describe personal application
of the above theory (Astin et al)
. the Social Change Model breaks the Cs down into three different sub categories; Individual, group,
48 Students will demonstrate knowledge of
the Leadership Identity Development
.
project and knowing that they are doing it for a reason. Controversy with civility is good because people
always will have differences in opinions and if one person just shuts out someones idea than the
group will not work as well together. The last C has to do with society so the whole class came together
and determined that citizenship is important because it makes you feel connected to what you are
working on and that will be the ultimate change, since it will make you want to keep talking about it.
In Best Buddies, an organization that connects adults with disabilities and college students, we must
understand each of the Cs in order to help the buddies feel connected to us. The individual Cs are
mostly looked out before you join the club in order to know that the organization is for you, you will
work well with all the members, and you will be committed to making this change happen. As a group
we collaborate to make ach event the best it could be and we have controversy with civility whenever
there is a complainant that needs to be addressed, and our common purpose is to make the buddies
feel accepted and loved. Finally, with the community buddies and the college buddies we are able to
see the change occurring with the friendships that have been made.
Social Change Model of Leadership Development
http://goforward.harpercollege.edu/services/involvement/leadership/model.php
See Evidence 9
HDF 190 ASB As activity for HDF 190 both of the classes met and we were divided into six different groups. Our first
task was to make a house with a group of people we werent used to working with. According to Astin
and community. The individual stages were consciousness of self, we each learned where we stood in
the process and what we could contribute to the building of our house, Congruence was when we each
expressed our thoughts and concerns on the task and we were able to address them, and Commitment
was when we all participated in making the best house that we could. The group stages of this model
were shown by: collaboration we would talk as a group and discuss what the best way to go about the
task were, we listened to each persons ideas, such as how to make the house creative or how to
actually build the house, then came together as a group to pick the best version of the plan, Common
purpose we all wanted to make the best house and if one person didnt want this it could have ruin the
all process of making the house, and controversy with civility was when we had different opinions being
stated, for example what shape the base of our house should be, we tired both of the choices that were
said and went with the one that worked best for us. With doing that we didnt just belittle the other
persons opinion. At the end of the activity we came together as a class to connect all of or houses and
build a community. This was to demonstrate the each of us representing more than just ourselves.
During my alternative spring break (ASB) trip to Louisiana, we needed consciousness of self to know
where we stood in how to serve the victims of the floods. Commitment was all of us knowing that we
were there to serve the people of Louisiana and help each other reach our goal. There was
collaboration with each activity we did, for example when we gutted out a house and yard the first day
we collaborated so each person would have a job and we all agreed with what was going on. The
common purpose between all of us was to be there for each other and to serve the community. The
controversy with civility came out whenever we had conflicts. For example, one day we had to build
shelves with no directions and everyone had a different idea of how to do it, so we listen to each
others ideas and went along with the one that made the most sense, but in the middle of doing it that
way we had to switch to another way in order for the job to get done. Community came out because of
the way we were all working together all week and seeking advice for each other. Also one of the days
when we had some free time and had the family that we were serving with and their neighbors all come
together to play games.
Social Change Model of Leadership Development
http://goforward.harpercollege.edu/services/involvement/leadership/model.php
See Evidence 10
 Model by Komives et al
49 Students will describe personal
application of the above theory. (Komives
. et al)
50 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
51 Student will describe personal application
of the above theory (Hulme et al)
.
52 Student will demonstrate knowledge of
behavior theories of leadership from
. Michigan and Ohio State
53 Student will describe personal application
of the above theories (Michigan & Ohio
. State)
54 Student will demonstrate knowledge of
Charismatic leadership
.
55 Student will describe personal application
of the above theory
.
56 Student will demonstrate knowledge of
contingency approach to leadership by
. Fiedler
57 Student will describe personal application
of the above theory (Fiedler)
.
58 Student will demonstrate knowledge of
Path-Goal theory by House
.
59 Student will describe personal application
of the above theory (House)
.
60 Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
.
61 Student will describe personal application
of the above theory
.
62 Student will demonstrate knowledge of
Leadership Substitutes Theory
.
63 Student will describe personal application
of the above theory
.
64 Student will demonstrate knowledge of
Models of leader emergence
.
65 Student will describe the impact of traits
on leadership emergence and
. performance
66 Student will demonstrate knowledge of
Chaos approach to leadership by
.
 Wheatley
67 Student will describe personal application
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
70 Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
72 Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
74 Student will demonstrate knowledge of
the Configuration of Power (Franklin)
. and its relationship to leadership
75 Student will demonstrate personal
application of the Configuration of
. Power (Franklin)
76 Student will demonstrate knowledge of
racial identity development via the Cross,
. Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
77 Student will demonstrate personal
application of model(s) of racial identity
. development above
78 Students will demonstrate knowledge of
McIntoshs theory of privilege and its
. relationship to leadership
79 Student will demonstrate personal
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective HDF 190 M.O.P. In HDF 190 we learned that a change was someone who has an understanding, motivation, and skills
leadership as it relates to change agency to create a change. In the course packet there is a group that describes what a change agent should
.

82 Student will describe personal examples
of being a change agent
. willingness to take a risk to make a difference. During my alternative spring break (ASB) trip to
83 Student will create a personal code of
inclusive leadership
.
84 Student will demonstrate knowledge of
the Model of Intercultural Sensitivity by
. Bennett and its uses in leadership
85 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
86 Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
. Harro
87 Student will demonstrate personal
application of the Action Continuum by
. Griffin & Harro
understand, what they should have, and what they can demonstrate. For example, a change agent
understands strategies for overcoming resistance, they have a positive perception on change and they
can demonstrate the ability to influence systems. I felt like a change agent while participating in the
Multicultural overnight program (M.O.P.). For the M.O.P. URI invited high school seniors who defined
themselves as diverse to come spend the day and night at URI. As a college student I was able to do a
speed dating activity and other activities that got the seniors excited for college. There were times that
the seniors didnt want to participate in the activity, but we were able to change their minds by trying
new ways. For example, some students didnt want to talk during the speed dating because they were
shy or nervous about college. But instead of having those people ask me questions I told them a little
about myself and asked them about their interest and related it to something we had at URI.
Throughout the entire day myself and the other college students kept a positive attitude towards being
with the seniors and also about URI to the point we were able to demonstrate how much we all loved
URI. Then the next morning at welcome Day a bunch of those seniors committed to URI, so we were
able to see the change in some of them.
See Evidence 18
HDF 190 ASB In HDF 190 we learned what it meant to be a change agent. A change agent understand change is a
process, they have a willingness to step outside of a comfort zone, and they demonstrate the
Louisiana each of us were change agents. Before we went on the trip we did research to see how the
floods and other natural disasters have affected Southern Louisiana. Upon Leaving we knew that we
were not going to see all the change happen in the one week we were there. Once we started the
projects as small as they were, cutting vines, we knew that the task that we were doing were going to
make a difference. There many times each of us had to go outside of our comfort zone to accomplish
our task. One of the times I did was when we were working with two other college groups to clear out a
park. We had to divide into groups up three, and I went off with two people from other colleges, it was
out of my comfort zone because I get really shy around new people. At times on the trip we had to take
small risks. I encountered this when we were getting a house ready to be painted again after it was
destroyed by the flood. We had minimal supplies to finish this task, so we had to use random items still
left in the house as steps in order to reach the ceiling and high walls. Even though we had some
challenges in the course of our ASB trip we all knew that we were making a difference to how the
community looked after the floods and other disasters.
See Evidence 19
HDF 190
Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
88 Student will show knowledge of principles
of critical thinking (logic is used in this
. minor)
89 Student will demonstrate proficiency of
critical thinking
.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
91 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
95 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)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
97 Student will demonstrate knowledge of
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
99. Student will demonstrate knowledge of HDF 190 Day of Discovery In HDF 190 we always stress how important it is to be an active listener, in order to make the other person
active listening techniques feel listen too. It is too obvious when someone is being ignore and when that happens it keeps people
 Talking with friends from saying what they need to say.
In both Thanatology and Nursing we have discussed the importance of active listening when with patients,
THN 471 we talk about the responses that are appropriate and responses that are conversation stoppers. We also
NUR 100 discussed and practiced different physical responses that you should and should not have while practicing
active listening. Such as not having body parts crosses because It seems like you are putting up a wall
and are too tired to listen to them. Leaning in slightly shows that you are interested and want to hear more
about what they are saying. In both classes we also did skits and scenarios that practiced active listening.
During the Day of Discovery, a retreat for HDF 190, we met with our small groups and talked about what it
meant to be an active listener. We then proceeded to listen to each others stories about our lives. Only
one person was talking at a time and everyone was paying attention to them. We were making eye
contact and nodding to what they would say. When it came time to reply we did but not in a way that was
powering.
Now when I talk with my friends I find myself thinking If I am actively listening. When I do this I know that I
am not listening to begin because my mind is somewhere else, I quickly will reposition my body to be
open towards them and then I put full focus into what they are saying, not worrying about how I am going
to respond, or interrupting them to add in what I think. I do body gestures when appropriate, but other
than that I am fully looking at them following their story.
See Evidence 11
100 Student will describe examples of using HDF 190 THN 471 In HDF we learned how important active listening skill are in order to have connections with people. In
active listening skills order to be active listening to someone they need to feel your full attention, not have any barriers and you
. dont interrupt. In THN 471 we start off sharing our homework assignments, which are writing prompts that
we do channeling our inner grief and how we are affected by it. To assure proper healing in this process
the person sharing has to feel heard and not judged. When one of my group members I sharing I do not
have anything crossed to avoid physical barriers, I also look at them while talking. I make appropriate
facial reactions when necessary, such as smiling. When they are done sharing we dont give them advice
to chance what they are doing, we just thank them for sharing knowing ow hard it is. We also use the
BATHE technique in THN 471. BATHE stands for background, attitude towards the situation, trouble,
hardest part, and empathy. These are questions that we ask someone in order to help them feel better but
without active listening the person wont feel better. The empathy statement at the end summarizes the
situation you were told, by describing a feeling the situation sounds like.
See Evidence 13
101 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
102 Student will describe personal application
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of
techniques regarding giving and
. accepting of feedback
104 Student will describe examples of giving
and accepting feedback.
.
105 Student will demonstrate knowledge of
facilitation and de-briefing techniques
.
106 Student will demonstrate proficiency of
facilitation and de-briefing techniques
.
107 Student will demonstrate knowledge of
framing and breaking the frame
.
108 Student will demonstrate proficiency of
framing and breaking the frame
.
109 Student will show knowledge of
organizing meetings / setting agendas /
. and leading meetings
110. Student will describe personal examples
of organizing meetings / setting agendas /
leading meetings
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of
techniques for working with difficult people
113. Student will describe personal examples
of using techniques to work effectively
with difficult people
114. Student will show knowledge of the
stages of group development (Tuckman,
Bennis or others)
115. Student will describe personal examples
of group development in use (Tuckman,
Bennis or others).
HDF 190 MS Walk The Stages of Group development according to Tuckman are forming, storming, norming, performing, and
adjourning. Forming is when the team or group meet each other. Storming is when the members start to
communicate, but still as individuals. Norming is when the team feels like a team ns start to accept each
others viewpoints. Performing is the time when the team is working in a trusting atmosphere and are
flexible with each other. And finally adjourning is the end when the team assess what they did and then
leave each other. In HDF 190 we were put into small groups in the beginning of the semester. The day we
discovered who was in our group and who our peer Leader was we were in the forming phase. After the
Day of Discovering we developed into the storming stage because we were able to communicate with
each other but only as individuals. When we needed to pick a date and activity for our group project we
became in the norming stage, listening to why we should do some dates and not others. When we
actually did our group project and the presentation we were in the performing stage. On the last day of
class when our group separated from the others we were finally made it to the adjourning stage, reflecting
on our semester together and saying good-bye.
Our group project was the Multiple Sclerosis walk, that was run by with civic engagement leaders (CELs).
Our group went through the stages of group development all over again at the beginning of the day
because we were with new people. We were in the forming stage when we met for the bus at 7:30am.
Once we got on the bus we went through the storming stage, by communicating a little bit with the CELs
but we mostly were just talking to each other. When we got to the event and started doing the task that
had to be done before the walk started. At that time, we were in the norming stage, realizing that we were
able to work together to make this walk the best it can be. Once people started arriving for the walk and
we all had our jobs we were in the performing stage. We were all excited for the people walking and were
cheering them on when they came by. We even had a friendly competition between the two rest stops of
whose table was more creatively displayed. Once the walk was over our group came together with the
CELs and discussed our days and some of the issues that had occurred, but were quickly fixed. Then we
got went back to URI and left each other.
The Five Stage Model of Group Development
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_development.htm
See Evidence 16
HDF 190 Nursing 100 In HDF 190 We learned tunkemans, Stages of group development and discussed it in relationship to high
school sports teams throughout the year. The five stages of group development are forming, storming,
norming, performing, and adjourning.
In Nursing 100 we were put into groups of six on the first day of class. At this time, we were in the
storming stage because we were just meeting each other and not really communicating with each other.
When we picked the topic of CPR for our teaching project we were in the storming stage, because even
 though we decided on the same topic we all had our individual way of going about the project. Once we
started rehearsing our presentation we entered the norming stage because we discovered that we were
able get on the same page and make the presentation the best it could be. When we actually gave our
presentation and taught our class about CPR we were performing. When we were finished with our
presentation we talked about what we could have done better. We gave our presentation on the last day
of class so we were adjourning at this point.
The Five Stage Model of Group Development
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_development.htm
See Evidence 17

116. Student will show knowledge of group

dynamics and group roles
117. Student will describe personal examples
of group dynamics and group roles
118. Student will show knowledge of effective
memberships skills in groups
119. Student will describe personal examples
of membership skills in use
120 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
121 Student will describe personal examples
of using the theory of Challenge and
. Support (Sanford)
122 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
123 Student will demonstrate proficiency in
informative and persuasive public
. speaking
124 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
125 Student will describe personal examples
of planning and conducting interviews (as
. the interviewer)
126 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
127 Student will describe personal examples
of preparing for and being interviewed
.
128 Student will show knowledge of effective
collaboration / coalition building
.
129 Student will describe personal examples
of working in collaboratives/coalitions
.
130 Student will show knowledge of
Intercultural communication
. considerations
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
133 Student will describe personal examples
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
135 Student will describe personal examples
of building relationships with members as
. a leader
136 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
137 Student will describe personal examples
of building, maintaining, and repairing
. his/her own credibility as a leader
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of
effective mentoring, as well as problems
. particular to the mentoring relationship

141 Student will describe personal examples

of mentoring and being mentored
.
142 Student will describe principles of
effective peer leadership, as well as
. problems particular to peer leadership
143 Student will describe personal examples
related to being a peer leader and being
. led by peers
144 Student will describe the four frames of
organizations by Bolman and Deal
.
145 Student will describe personal application
of organizational analysis using the four
. frames of organizations (Bolman and
Deal)