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
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
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
Target class Additional Experiences
PRS 100
In summer of 2016 I decided it would
be best if my mom and 1 no longer
lived together. So I made the
decision to move out.
GWS 150 Talent Development summer
classes, Com 100
HDF 190 Relational leadership
HDF 190 VIA Institute Characteristics
Descriptive notes regarding learning and practice
In Public Relations 100 my group and I demonstrate autonomy because out assignment is to create a
real life publics relation plan for an actual client Lets Read RI located in North Kingstown RI. This
project shows autonomy because we are doing the PR plan directly with the client without the
permission of the professor. We personally communicate and contact the client with any questions or
updates. At the end of the semester each group attempts selling their different PR plans to the client.
(See evidence #1)
During Talent Development summer 2016 I started college courses 1 week after I graduated high
school and had to manage the pressure and stress of having to pass these college courses in an
intensive 6 week program. If the TD scholars did not pass the courses then their admission would be
revoked from URI. The program was stressful because they were also my first college courses. I
managed my stress by using time management and prioritizing my wants and needs during the 6
weeks. With time management I was able to manage my time by writing lists and putting all my
assignments in an agenda. I would also go for runs at night after tutoring because staying active is a
stress reliever. I demonstrated my ability to manage stress because Im still a student enrolled here at
URI. (See evidence #2)
In HDF 190, I learned the aspects that make up relational leadership. From HDF 190 I was able to
apply my values and strengths to the components of the relational leadership model. I was able to
include my strengths and values to express how I would be a leader based off the model. I would be an
ethical leader according to the model because I would be inclusive off all my members and treat all fair
and equal. I would encourage my members to speak up and say what they have to say. I would be
empowering to them by understanding everyone has something to offer. The relational leadership
model also gave me the components to understand how to be an ethical leader even in non-leader
roles in everyday life. For example being a part of organizations jobs. To be ethical leader and person
of a community I show to my meetings and shifts promptly and do the commitments I made to my job
or organization.(see evidence #3)
In HDF 190, from VIA my 5 values in order are; appreciation of beauty and excellence, honesty,
kindness, fairness, and hope. At first I couldnt connect how I connected with these values, but now I
personally connect with all 5 of my values. I connect most with my top values, appreciation of beauty
and excellence because I am always grateful for what I have and enjoying moments while I have them.
I try to share this energy with other around me. My second most relatable value is honesty. I relate
with honesty because Ive come to learn that honesty is one of the only ways to build trust with others. I
always to be honest with others but never in a way to hurt others. Honesty sometimes can be mistaken
for rudeness so I have to make sure my honesty isnt damaging to my peers, friends, coworkers, act.
My next value is kindness. I value kindness because I enjoy impacting others lives in positive ways

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
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
.
weather the act is small or big. I use my kindness to build relationships with others, this value works
well with my WOO strength. My fourth value is fairness. This value is important to be because I believe
you should treat others how you want to be treated. I believe we are all human and created equally and
everyone should be given a chance and not judged up race, religion, sex, gender, and act. My last
value is hope. Hope was the last value I expected to see on my list, but it started to make sense over
time. I am always looking into the future and making goals to accomplish. Hope is what keeps me
going knowing that I hope for change or better in the future.
(See evidence #4)
HDF 190 Multicultural overnight program 2017 In HDF 190, I learned how I would be able to apply my values to the URI community. By being a
volunteer I was able to apply my values; appreciation of beauty and excellence, honesty, kindness,
fairness, and hope. I used my value of appreciation of beauty and excellence while volunteering to
work with possible URI students of class 2021 by just enjoy the moment and trying to keep the
students I was with in the moment enjoying themselves and not being too stressed about making their
decisions for college. I was in the same position as them a year ago. I used honesty because I was
honest with the students about how I felt with URI. I used kindness by helping the students out with any
questions they had about the school about college as a whole. I used fairness by representing URI in a
positive light and giving back. I used hope especially during the scavenger hunt in the pouring rain. I
kept my group hopeful about winning and coming out on top and enjoying themselves even though it
was down pouring, wet, and cold.(Evidence #5)
GWS 150 Women of ISIS paper In Gender women studies 150, I demonstrated being able to finish a project start to finish by
completing a paper on the Women of ISIS by myself when the project was supposed to be done with
a partner. A partner is someone who works alongside you and you help one another and have to be
equals. In GWS for my final project we were assigned a project on gender issues across the globe and
do a PowerPoint and paper on the subject. My partner in did not work equal to me or assist me with the
project. I was forced to lead the project which only forced me to finish the project beginning to end
without the assistance from my partner. This project will always be significant to me because it
occurred during the Talent Development summer where my admission to URI was on the line. Once I
completed the project I felt accomplished that I finished the final on my own start to finish during a
stressful summer and received a good grade on the project and class. (evidence #6)
HDF 190 Working on my anxiety and PTSD, In 2016 I was diagnosed with PTSD and anxiety which is personal issue I deal with. I have made goals
Sorority, to help me overcome my personal issues so they do not disrupt my education and future. Some of the
goals I have set is to come to terms with my issues and not to deny them. Ive also maintained the goal
of seeing my therapist and working out to release stress. A goal I set for my career future is to try and
find where I want to keep my focus in college. Ive established that I want to major in Italian but Im sure
of where I what else I want to focus in. To help me figure this out Ive been taking classes in subjects
that interest me and feeling out what sticks. A community issue Ive been dealing with is diversity in
URIs Greek community. To help make a change in URI community I joined a new sorority at URI
named DipHE knowing we have the full potential to become diverse and make an impact on campus.
(Evidence #7)
Saving up money and buying my In 2015 I knew I was getting my license in October of 2015 and I knew I wanted a car and that my mom
first car would not be able to afford buying me a car. So in summer of 2015 I planned out how much Id have to
make and how much Id out away every week. I worked 40 + hours a week during the summer. I put
money away in a glass wine bottle so I wouldnt be able to touch the money while adding up how much
I put away every week and also putting money away in my savings. By the end of the summer I bought
my 2005 Chevy Cobalt named Roxy for 2,100 dollars and a weed Wacker. I set my goal of wanting to
buy a car and I executed it before I even actually received my license.(Evidence #8)
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
.
HDF 190 StrengthQuest, Multicultural
overnight program
In HDF 190, from Strength Quest I discovered my top 5 strengths are; positivity, arranger, include,
activator, WOO. With positivity being my top strength I am typically enthusiastic and always looking on
the brighter side of things. Next arranger, I enjoy organizing and putting things together without feeling
above others. Sometimes this can be my weakness because the enthusiasm for wanting to arrange
things and manage can be mistaken for wanting to boss around others or wanting to be in power. With
this strength I have to be careful of the fine line. As include be my 3rd strength I enjoy fitting everyone in
the circle and think there is room and a place for everyone. .Next activator, with this strength I love to
just go and get things started. I believe actions speak louder than words. The weakness with this trait is
sometimes I dont fully analyze things. I can rub off as impulsive even though its not my intention. My
last strength is woo. I enjoy meeting new people and making them my friends. I love to be a people
pleasure and making connections. During MOP all my strengths came into play because I had to be
enthusiastic and outgoing with the possible students of URI. I had to ensure all my students were being
included and felt welcomed throughout the activities during the day. (evidence #9 & 5)

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 HDF 190
Servant Leadership theory of leadership In Flite I learned that servant Leadership model is made up of 10 characteristics; Listening, Empathy,
. by Greenleaf healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth
of people, and building community. A servant leader is someone who is servant first. According to
 Robert Greenleaf servant leadership begins with ones natural feeling to lead. Meaning that servant
leaders are born with the natural feeling to serve others. A common quote we used in class we used to
describe servant leadership was, you get gift and you give it. Meaning you use you strengths and
vales you were born with to help others.
(Evidence #10)
27 Student will describe personal application HDF 190 Servant leadership project; Radom My group and I had to participate in a service in the URI community that displayed servant leadership.
of the above theory (Greenleaf) Acts of Kindness Booth My group and I created a random acts of kindness booth in the Union. When students walked by we
. had them pick a quote from one of the 8 jars. We did this project to target the issue of mental health.
We wanted to serve others by having them read a quote that could possibly make their day a little
brighter weather thy picked from wisdom, positivity, confusion, etc. The students loved the booth and
said the quotes made them feel better. We were serving others by showing the traits of servant
leadership like empathy, healing, and building community. (Evidence #11)
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 I gained knowledge on the relational leadership model. The model is
Relational Leadership model by about the importance of the relationship among people in a group who share a
. Komives, McMahon & Lucas
common purpose and goal. The 3 basic principles of relational leadership are

41 Student will describe personal application
of the above theory (Kumises et al)
.
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
knowing, being, and doing. For knowing you must know yourself, how change
happens, and how others see things differently. For being you must be ethical, open,
caring, and inclusive. For doing you must act socially responsible, congruent and
constant as a member of a community. The 4 components of relational leadership are
inclusive, empowering, purposeful, ethical, and process-oriented. This model helps
explain how an effective group would work. (Evidence #12)
HDF 190 Group marshmallow building The theory on relational leadership is broken down above. In HDF 190 in class we
had a marshmallow building challenge. Activity consisted of members from both
FLITE classes. We were put into random groups with a mixture of students who all
had different strengths and values. The purpose of the activity was to get a group to
build the tallest and sturdiest house out of a limited supply of marshmallows, tape,
and spaghetti. Along with building the house we had to come up with a backstory if
the house. The relational leadership applied to this activity because to be an effective
group we had to make sure all group members were included and all members
opinions of what to do were being heard. We had to make sure all members were
being empowered and not being put down. As a group we had to be purposeful and
all come up with a common goal. We established a common goal of making the best
house that fit all the criteria. As a group we were process- orientated because we
knew how we wanted to accomplish our goal and we were civil even if we disagreed
with a group members idea.
HDF 190 In HDF 190 I gained knowledge on the Social Change Model. The model finds the
root of problems and addresses them. The social change model promotes equality,
social justice, and knowledge. The model is made up of 7 Cs; consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with civility,
and citizenship. Consciousness of self means that one is wear of their own beliefs,
values, attitudes, and what motivates them self to take action. Congruence means
being fair and honest with others. Commitment means sticking to your word and
following through. Collaboration is working with others and empowering them.
Common purpose means that all are striving for the same goal and values.
Controversy with civility brings light being different ideas and viewpoints but
everyone has to have the willingness to look at the others viewpoint and respect it.
The last C is citizenship and its the process where one becomes a part of a
community.
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 MOP, Random Acts of kindness In HDF 190 I learned what it takes to be a change agent in society. A change agent is someone who
of being a change agent booth has the motivation, understanding and the skills to make a positive change. A change agent needs to
. understand that change takes time, it can get rough, and ways to get over the roughness. A change
 agent should have a positive outlook. The change agent needs to be comfortable with the transition.
That will need patience and confidence in themselves, and be willing to step out of their comfort zone.
A change agent has to be willing to take risks to make differences, be able to invision a positive
outcome. Have the ability to influence others. I demonstrated being a change agent in the Multicultural
overnight program and my random acts of kindness booth in the memorial union for my group seventh
leadership project. I was being a change agent by volunteering for the MOP because I stepped out of
my comfort zone to help a possible incoming URI freshman with their curiosities and fears about
college. I ensured they felt welcomed and accepted here. The Random Acts of Kindness is another
example of being a change agent. By doing the booth I was stepping outside of my comfort zone to
make another persons day positive. My classmates and I reached out to students on campus and had
them pick quotes from jars that would be like little pick me ups, especially around the end of the
semester. These are who example of how I demonstrated being a change agent that I learned from
HDF 190. (Evidence #5 & #11)
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
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 PRS 100 HDF 190 In my public relations course we gained knowledge on diffrent types of crisiss and how much damage
leadership that is used in crisis that type of crisis can cause. The model we used for this was Situational Crisis Communication Theory
. (SCCT). Working in the PR world you take on a leadership role weather you work within a company or
for public media. PR professionals are leaders because they control what media and news gets out to
the public and they have to ensure that the information they are sending out is accurate and ethical.
Since PR is a profession that is based of trust with their publics. Its common for people to confuse PR
with marketing where the profession becomes less ethical. So PR professionals much be honest and
ethical when it comes to their profession. The three clusters in the SCCT are; Victim cluster, In these
crisis types, the organization is also a victim of the crisis. Accidental cluster, In these crisis types, the
organizational actions leading to the crisis were unintentional. Preventable cluster, In these crisis
types, the organization knowingly placed people at risk, took inappropriate actions or violated a
law/regulation. My public relations cores helped me gain knowledge of a crisis and how leaders should
act in a crisis. HDF gave me knowledge on how leaders should act in a crisis, which is honest, ethical,
and fair. (Evidence #15)
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 Day of Discovery: Active Listening During HDF 190 we learned what it take to make an active listener. An active listener gives a speaker
active listening techniques HDF 190 activity or speakers their undivided attention. They arent doing other things for example texting. An active
listener nods to relate to the speaker. They ask questions if appropriate, and attempt to relate to the
speaker. Looking at the speaker and making eye contact is another way to show active listener.
(Evidence 16)
100 Student will describe examples of using HDF 190 Day of Discovery: Active Listening At the day of discovery retreat when everyone broke off into groups with their peer leaders. Everyone in
active listening skills activity the group had their own personal stories to share. I demonstrated active listening by nodding,
. agreeing, putting in an input, and also making eye contact with the speaker. Active listening is when the
 listener gives the speaker their undivided attention and fully concentrated on what the speaker is
saying.(Evidence 16)
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 Com 202 public RIU2 (Midday Madness) On my radio show through URIs RIU2, my cohosts and I conduct live interviews with our guests on the
planning and conducting interviews (as the speaking air. This is a personal example of us communicating with our guests and interviewing them. We would
. interviewer) ask our guests questions about the music they make or art they produce on the air so our listeners
could hear and be able to reach out to them if interested. In my target class Com 202 (public speaking)
we, the students, had to interview one another then write a speech introducing the other student to the
class. (evidence 17)
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 collaborative/coalitions
.
130 Student will show knowledge of
Intercultural communication considerations
.
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
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 Multicultural Overnight Program and I volunteered in the Multicultural Overnight Program as a class and day host. I considered myself to be
mentoring and being mentored the work place. mentoring when my friend was an overnight host for a student and I spent the night hanging out with
. friend, the student she was hosting, and a few of our other friends. We student was able to ask us
questions about college that arent answered on a brochure. We stayed up late just talking about the
transitions, the ins and outs of college overall and the dorm life. We went to get milkshakes and helped
the host with anything she was curious about. After mentoring her about college for the night, she told
her host and I that she wasnt really considering URI until after having an enjoyable, safe, fun night
with us. She felt that she would be able to see herself here. We told her that if she does decide to come
here she can always contact us throughout the year.
A personal example of being mentored is with one of my old bosss from my past jobs. He helped me
learn how to work in a fast paced kitchen and how to execute processes in the kitchen with precision
and speed. Also taught me different ways to deal with customers and their complaints. He mentored
me by helping me broaden my knowledge in restaurants and how they should run properly. His
mentorship in the work place makes me consider opening a restaurant of my own in my future after I
begin my career. (Evidence #5)
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)