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LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island

Name: Haley OConnell


Date Enrolled: January 23, 2017
Date of Graduation: 2020

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 COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
Leadership Inventory Revised 8/30/2013 4
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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 Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Kappa Delta Since I have joined the Leadership Community at The University of Rhode Island, not only has my self
minimized need for approval awareness grown but the amount I trust myself and the decisions I make has as well. The leadership
community has taught me multiple new ways about myself and has given me the confidence to be the
person I am and follow my own beliefs, even when there is disbelief from others. Not only has the
leadership community taught me who I am and how I can believe in myself but so has my sorority here
on campus. Kappa Delta has a campaign here that influences women all around our community and
the communities around us, to be confident in themselves and the skin they wear. It teaches women to
not be afraid of being themselves and to embrace the person they are. Both of these experiences in life
since my college career has started have taught me that I am more than capable of being my own
person and being in charge of the choices I make and how I make them.

SEE EVIDANCE # 1
2. Student will demonstrate personal, HDF 190 My first semester of college was definitely not one for the books, my academics struggled majorly last
organizational, and academic examples semester. In my sorority, it is a requirement to have a certain GPA each semester, otherwise you will be
of self-discipline placed on Academic Bad Standing. Because I slacked off and did not put the effort that was required in,
my GPA did not make the requirement. In order to fix that this semester, I have a set of weekly
questions that I need to answer regarding my plan for the week and how I will achieve completing all of
these tasks. The steps I have taken to do so are by using multiple daily planners and completing my
work in a timely fashion. This is goal that I am achieving in all of my classes, not just one in particular. I
am learning and developing skills in the sense of self- disciple which is something new for me that I
havent excelled in since high school.

SEE EVIDANCE #2
3. Student will demonstrate the ability to HDF 190 Leadership Institute At the FLITE HDF 190 retreat that took place in February of 2017, I was assigned to a group of people
manage emotions that I would be spending the rest of my semester with. Inside of this group of people, we became very
close to each other in a short amount of time. In this days length of time, as a group we all took the
time to open up to each other about ourselves, who we are, and our stories that caused for us to
become the way we are. For many people, including myself, our stories were nothing shorter than an
emotional time in our life. It was important in this moment that we knew and learned how to control our
emotions in a way that felt most suitable for us individually. For me, I learned how to remain composed
after hearing some of the stories that were shared. Similar to this experience was an activity I did with
my group at the Leadership Institute in the fall of 2016. In this activity, we sat in a circle in a dark room
and opened up with each other about a hard time in our life. Also like the retreat, this got very
emotional for some people. This was the first time I ever really learned to control my emotions in a
proper manner suitable for what was being discussed.

SEE EVIDANCE #3
4. Student will demonstrate knowledge of COM 100 The spring semester of 2017, I enrolled in the gen ed. course of Communications 100. Since this
stress management methods course has started I have learned very quickly that it is a class where certain subjects are discussed
that are not normal conversation to take place without a disagreement, for example politics. When
certain subjects are talked about, it can get very stressful for me because my top strength is input and I
am always looking to voice my opinion. I believe in the idea and fact that it is ok for others to have
disagreement with each other on certain topics, it wouldnt be normal if there wasnt some form of
disagreement. When I get stressed out, instead of focusing my energy towards arguing with the other
party, I focus on seeing an idea from their point of view and how it can be related to my point of view in
a positive manner.
SEE EVIDANCE #4
5. Student will demonstrate the ability to HDF 190 Kin 123 This time of year, end of March nearing April, is an extremely busy time of year for any student.
manage stress Psy 113 Especially a student involved in extracurricular activities and a working on the outside. During this time
Kappa Delta of year in Flite, not only are we coming back from our spring break but we are embarking on our group
Work projects which can be extremely stressful. Not only is this stressful but in my other classes I also have
different projects going on. Along with those other projects I have also been extremely involved with my
sorority. With our Shamrock event and Greek Week around the corner I have been busy every day
preparing for these upcoming events. Along with all of these I have also been managing my work
schedule on top of this. The thing that helps get me through the stressed out days the most is my
planner. Without my daily planner I would be extremely stressed out and discombobulated from all of
the different life events happening.

SEE EVIDANCE #5
6. Student will express a personal code of HDF 190 In my HDF 190 class, I created a website about myself and about my leadership skills and styles. In
leadership / membership ethics this website, I expressed a personal code of leadership and membership ethics. On my website in my
reflection tab, I wrote a statement that says who I am as a leader and what my ethics are as a leader.
The statement reads as follows. The leadership model I most identify with is the Servant Leadership
Model, a model conducted and created by Robert Greenleaf. The purpose of a servant leader is to
serve others before serving self. I find pleasure knowing that I can help others before I help myself. It is
a natural instinct of mine to help others as much as I possibly can, it has always been a mission
of mine in life. The bliss of lending a hand and aiding others who need help and attention is so
satisfying; it provides me with reason to keep going and moving forward.

SEE EVIDANCE #6
7. Student will demonstrate practice of the HDF 190 Kappa Delta I am thankful for the time I spent in HDF 190 my second semester of freshman year. By being in a
personal code of ethics class surrounded with dignity and honor for who you are with total acceptance, it helped me shape who
I want to be as a person. By learning the strengths I have in leadership and the traits I value in life, I
now know the path I want to continue down in my life as well as the person I want to be while doing so.
Not only have I demonstrated my practice of personal code of ethics in Flite, but I have also done so in
my sorority Kappa Delta. Kappa Delta has taught me what it means to be a true and genuine lady who
upholds herself to the values and standards of a Kappa Delta sister. Since I was initiated in November
of 2016, I have continued to demonstrate those values and ethics of what it means to be a sister of this
sorority. Both of these obligations of mine have benefited me greatly in life, between knowing who I am
as a person, what I value, and how I allow these traits to define my personal code of ethics.

SEE EVIDANCE #7
8. Student will express a personal values HDF 190 During my HDF 190 class, I created a website telling who I am and what I do in leadership. On my
statement website, there is a tab that says reflection which has a personal value statement of mine in there. In
this statement, I talk about wat my values are as a leader and how they apply to who I am as a person.
The personal statement reads as follows. My top VIA Value is Leadership. I find it crucially important to
respect your leaders, just as you would respect your elders. Next in line is the appreciation of beauty
and excellence. When looking at life, I admire the little things and appreciate their uniqueness and what
they have to offer. Following appreciation of beauty and excellence is bravery. I believe these two go
hand in hand. It takes a power like bravery to believe in yourself enough to enjoy the little things in
life. Not only do I value bravery, but I value kindness as well. The golden rule, treat others the way you
want to be treated is something I have carried with me my entire life. Life is to short to be nothing but
kind. The fifth characteristic I value in life is judgement. This value ties in to many of my strengths; how
you perceive something and the decisions you make gradually pave the road to the person you will
become. How you decide to make decisions will have an impact on how your life turns out,
being conscious and aware of the decisions you make and those decisions you surround yourself with
shape you into the person you are. I believe this is something everyone should value in some form of
their life.

SEE EVIDANCE #8
9. Student will demonstrate practice of the HDF 190 HDF 190 Retreat In HDF 190, we had a class retreat back in February. On this retreat, we grew close with those in our
personal values statement groups and opened up about personal stories and experiences with each other. During an activity that
consisted of sharing the difficult traits about oneself, I expressed the little things in life that I value, not
only did I express what I value, but how I relate to those values. The values of leadership, appreciation
of beauty and excellence, bravery, kindness, and judgement. By opening up to this new group of
people who I was not as close with at first helped me come to realization that I express these traits I
value every day in my life and how they are all connected. I am a brave young woman who appreciates
the little things in life like kindness but also will make proper judgement calls by being a leader and
taking the first step even when it might seem difficult to do so. All of these things I personally value in
life are demonstrated every day by the actions I take. I am walking proof that my personal value
statements help define who I am as a person.

SEE EVIDANCE #9
10 Student will demonstrate the ability to Kin 123 HDF 190 In my Kinesiology class that I am currently enrolled in, we were assigned a project that is worth fifteen
lead a project from start to finish (follow- percent of our grade. The point of my project is to create a brochure on a health topic of our choice that
. through) includes five different credible resources all cited in APA format. My topic I chose was Diabetes- Type 1
in specific. With this project I had to deeply research the causes, signs and symptoms, treatments,
preventions, and local help that can be provided. I had to do so in a well constructed and aesthetically
pleasing conduct. I began this project early March and finished over spring break.

SEE EVIDANCE #10


11. Student will describe goals and objective HDF 190 In HDF 190, one of the projects we had to work on was our speech on who we are as a leader. In this
statements regarding personal issues, speech, I touched upon who I am, the leadership model which I connect with most- the Servant
career issues, and community issues Leadership Model, what I want to do in life to bring positive changes to my community at school and at
home, and my goals and dreams for the future. To start it off, I introduced myself, my major, and those
clubs and organizations I am involved with on campus. After introducing who I am, I briefly explained
what the Servant Leadership Model is and how it relates to me as a leader. Once I briefly explained the
model, I dove right into my top strengths as a leader and how they are demonstrated through the
servant leadership model. Not only did I talk about how this relates to my leadership style, but I talked
about how it connects to my goals with my future career. Always having joy when helping people, I like
the fact that the Servant Leadership Model is about serving others before serving self. My dream job is
working at a practice that specifies with children and young adults suffering from special needs. My
hope is to help those people in any way possible.

SEE EVIDANCE #11


12 Student will show evidence of goals and HDF 190 My Daily Planner Although these may not seem like big goals achieved, my daily planner is something I am very proud of
objectives that were planned and as a first-year college student. Each day, I write down the daily goals I have for myself to complete for
. achieved my up and coming classes and class assignments. When I finally complete those goals, I check them
off by either writing a check mark or highlighting the page. In HDF 190, we specifically discussed our
own personal organization styles one day. Unlike many of the people in the classroom, I was found to
be in the category of extreme organization and distinction between what needs to be done and what
does not need to be done. These little organization tips that I live by help me complete those daily
goals I meet every day. Like I said before, although they may be small goals and achievements, they
are something I am extremely proud of because without them I would not be the student I am today.

SEE EVIDANCE #12


13 Student will show knowledge of the PSY 113 This semester, Spring 2017, I am enrolled in the Gen Ed course of Psychology 113. This course is
. Hierarchy of Needs theory by Maslow taught and broken down by chapter. In Chapter 7 of Discovering Psychology, the book we use in class,
one of the main components we needed to understand on our quiz was The Hierarchy of Needs by
Maslow. As a leader, I believe it is important to understand this exact pyramid of needs because it can
benefit not only those people I am leading but myself as well. As a leader with a top strength in input, I
am always seeking new ways for people to step outside of their comfort zone and express their
opinions. A good way for me to listen and provide feedback for my companions is to be aware of what
stage they fall under in Maslows Hierarchy of Needs.

SEE EVIDANCE #13


14 Student will show application of Maslows HDF 190 I am very grateful and humbled for what HDF 190 has taught me. Not only has it helped me see who I
theory to own life am as a leader and the true potential I have, but it has also taught me that I am capable of achieving
. greatness, like Maslows Theory of Life. Although I am not at the level of Self Actualization, I am
confident that one day I will achieve this. I currently fall under the esteem level, also defined as feeling
good about who I am, what I have achieved, and what I will continue to achieve on this path of
greatness. Since I was a little child, I have been on the road to obtaining that fifth and highest level of
Maslows theory of Life. Although I may not have known it at first, I have now realized this is the path I
have been following. Even though I have not achieved its entirety yet, that is okay because I am still
young and I am still growing. I am proud of myself for being an eighteen year old woman who has
already completed four of the five stages in Maslows theory of life.

SEE EVIDNANCE #14


15 Student will describe personal leadership HDF 190 Today, at the HDF 190 retreat, I demonstrated my top five strengths through various group and team
style and/or personality style including building activities. The first time I ever completed the Strength Quest survey was in the HDF 190 class
. strengths and weaknesses and examples the spring semester of 2017. My input was used during the stepping stone activity by voicing my ideas
of application (Sources = Leadership style and opinions. For futuristic and adaptability, not only did I focus on the end goal but I remained in the
inventories, the L.P.I., StrengthsQuest, present in order to achieve my goal. Outside of the classroom, I demonstrated these strength qualities
Type Focus (MBTI), LAMP, and other at the Leadership Institute in a similar manner as I did at the Flite Retreat. Looking back at these
career inventories, etc.) events, I feel as if I have grown as a leader and strengthened these top strengths of mine.

SEE EVIDANCE #15


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 Target class Additional Experiences Descriptive notes regarding learning and practice
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
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
Servant Leadership theory of leadership
. by Greenleaf
27 Student will describe personal application
of the above theory (Greenleaf)
.
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
the 4 Vs theory of leadership by Grace
. (Center for Ethical Leadership)
37 Student will describe personal application
of the above theory (Grace)
.
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 HDF 190 In HDF 190, as a class we took a large abundance of time to go over the Relational Leadership Model
Relational Leadership model by The entire purpose of the Relational Leadership Model is to imply social change with in a group of
. Komives, McMahon & Lucas people or a community setting. The five different areas of the model are inclusive, empowering,
purposeful, ethical, and process oriented. Within these five different categories, there are sub
categories that touch on three different things; the knowledge and understanding of a topic, the belief
of something, and those skills that come with that section.

SEE EVIDANCE #16


41 Student will describe personal application HDF 190 In HDF 190, we proved our knowledge of the Relational Leadership Model by taking a midterm
of the above theory (Komives et al) assessment on the theory and wrote out explanations regarding how we apply Relational Leadership to
. our leadership experiences. With this assignment, we took the areas of the model that applied to us
personally and wrote about times in our college career that we have used the model. Although we
discussed the positive sides of the model, we also talked about how there are areas in the model which
we dont use on a day to day basis. By discussing that, we explained how we can use our leadership
styles to improve and benefit those areas of the model.

SEE EVIDANCE #17


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
47 Student will describe personal application
of the above theory (Astin et al)
.
48 Students will demonstrate knowledge of
the Leadership Identity Development
. 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
leadership as it relates to change agency
.
82 Student will describe personal examples HDF 190 Kappa Delta In HDF 190, one of the activities we did together as a class was the group project. For my groups
of being a change agent project, we decided to work on The Bully Project. After learning about the Bully Project, my group and
. myself then became advocates for the cause and we are now change agents. Our mission is to spread
positivity throughout campus and prevent bullying from happening as well. Not only am I a change
agent for The Bully Project but I am also a change agent for my sorority on campus. In Kappa Delta,
we spread our confidence coalition through our brand we have created I am Confident, I am Me, We
are KD. Our purpose is to influence women across our community and beyond our home walls to grow
the confidence they deserve to have. We pride ourselves on helping women across the world learn to
love and accept themselves for who they are and to believe in themselves.

SEE EVIDANCE #18


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

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 HDF 190 College One of our major grades in HDF 190 was our group project. When picking what group project, we
critical thinking wanted to focus on, it was extremely important that we thought about each social change project and
. what kind of cause we would want to become an advocate for. This required careful evaluation and
critical thinking between the different projects. If it werent for the critical thinking that took place when
deciding where we should focus our project, our project would not have turned out to the great
presentation it was. Not only did I demonstrate critically thinking with my group project, but I
demonstrated it when picking a college. This required careful thinking of where I would feel most at
home for the next four years. By carefully picking where I wanted to attend school, I demonstrated
critically thinking.

SEE EVIDANCE #19


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
active listening techniques
100 Student will describe examples of using HDF 190 COM 100 A very important skill to learn in life is how to properly listen. In my second semester of freshman year,
active listening skills two of the classes I have taken have often correlated with each other and discussed similar things. One
. of the similar topics was listening. In COM 100, we learned the logistics of how one listens. With this
knowledge, I learned about how to listen, I applied it in my HDF 190 class. For HDF 190, each student
had a learning contract and with that learning contract we had to work doing something related to
leadership. My learning contract was focused on being a welcome day ambassador. With being an
ambassador I had to both speak to potential new students and listen to what them and their families
had to say. I applied the learning skills I obtained in COM 100 and used them when talking to the
families.

SEE EVIDANCE #20


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).
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)