Leadership Inventory Final

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

Date Enrolled: Fall 2016
Date of Graduation: Spring 2020
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.
Leadership Inventory Revised 8/30/2013 !1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)

Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a cross-
disciplinary approach to leadership education designed to complement your academic studies.All courses utilize a variety of teaching methods but ultimately include some form of experiential
learning, practical application, and reflective learning.Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem
solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits must be earned at
URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in
the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.

CORE REQUIREMENTS- 9 Credits
Required Element 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 internship
3 credits or 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
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: First-Year 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, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication 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

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

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills Racial, cultural, gender, sexual orientation,
Critical Thinking PROGRESS 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 HDF190 Employment at Harrington In HDF190, we have discussed how important it is to be able to
autonomy and a minimized HUB communicate with others in order to complete tasks, but also the importance
need for approval of being independent and headstrong as an aspiring leader. Autonomy is, by
definition, the freedom from external control and influence, and not
completely relying on others. I feel like I have exemplified autonomy by
going to a school that is 1,300 miles away from my parents, as well as
obtaining a job on campus in order to start becoming self-sufficient. At the
beginning of the spring semester, I started my job at the Harrington HUB in
Ranger Hall. Working there has allowed me to familiarize myself with brand
new skill sets such as working with computers, film and sound equipment,
and recording which students borrow which pieces of equipment. Not only
am I learning more, but I am making my own money, which I no longer have
to ask my parents for.
2. Student will demonstrate
personal, organizational, and
academic examples of self-
discipline
3. Student will demonstrate the
ability to manage emotions
knowledge of stress
management methods
ability to manage stress
6. Student will express a personal
code of leadership /
membership ethics
practice of the personal code of
ethics
8. Student will express a personal
values statement
practice of the personal values
statement
ability to lead a project from
start to finish (follow-through)
11. Student will describe goals and HDF190 HDF190 Servant In HDF190, we gave speeches about servant leadership and how we can
objective statements regarding Leadership Speech relate the components outlined by this theory to our strengths and majors.
personal issues, career issues, In my speech, I outlined how my top strength is Bravery, and the way that I
and community issues interpret this strength is that I am passionate about giving a voice to issues
that I care about. I spoke about how as a film major, I hope to use film
media as a platform to express my ideas and raise awareness to topics that
Im passionate about. Im specifically interested in the representation of
gender and sexual identities, and its a goal of mine to accomplish a wider
variety of representation through art. I strongly believe in enabling others to
grow using education through a medium that's easier to understand.
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 HDF190 URI101 In HDF190, I completed the Gallups Strength Finder Inventory test and
leadership style and/or learned about which leadership qualities resonate the most with me, as well
personality style including as the qualities that I would like to work on. According to the results, my top
strengths and weaknesses and five strengths are input, learner, individualization, achiever, and significance.
examples of application A good example of my learner strength is the fact that I am a double major
(Sources = Leadership style and am thinking about taking on a minor. I have so many interests that I
inventories, the L.P.I., would love to learn more about and apply to my life.
StrengthsQuest, Type Focus A good example of how I demonstrate my achiever strength is how I dont
(MBTI), LAMP, and other start projects I dont intend to finish. Also, if I am learning a new skill, I wont
career inventories, etc.) feel satisfied until I determine that I have fully mastered and understood the
material.
During URI101, I completed the TypeFocus exercise and learned that I am
an extrovert. I function best when I am around other people, and I feel the
most comfortable and efficient when I am working in a group. The Day of
Discovery retreat really helped me understand this about myself. We spent
time in groups determining how best to complete certain tasks, as well as
discussing leadership tactics. Bouncing ideas off of other people and having
a dedicated and passionate group of people to talk to confirmed this quality
about myself.
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 Descriptive notes regarding learning and practice
Experiences
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)
of the Scientific
Management theory of
leadership by Taylor
above theory (Taylor)
of the Management by
Objectives theory of
leadership by Drucker
above theory (Drucker)
of Theory X and Theory Y
theory of leadership by
MacGregor
above theory (MacGregor)

26. Student will show knowledge HDF190 Servant Leadership In HDF190, we studied the Servant Leadership model. This theory was first
of the Servant Leadership Model introduced by Robert Greenleaf in 1970. He stated that [Servant leadership]
theory of leadership by begins with the natural feeling that one wants to serve, to serve first. The
Greenleaf conscious choice brings one to aspire to lead. This model outlines ten
different components that guide leaders to put others before themselves.
The first element of this theory is the ability to Listen. Leaders are, of
course, valued for their communication skills, and by demonstrating that they
are able to listen to what is being said, as well as being able to reflect, one
can begin to grow as a servant leader. Leaders also need to practice
Empathy. Through trying to understand one another and being patient, a
connection of acceptance can be established. Another quality of servant
leadership is Healing, which is transformative in relationships. Oftentimes
we come across people who are discouraged, and servant leaders
recognize that they have a chance to improve the lives of those they come
into contact with. Another quality of this model is Awareness. This means
being conscious of oneself, ones behavior, and ones impact on others. The
fifth characteristic of servant leadership is Persuasion. This quality
especially helps distinguish servant leadership from the traditional
authoritarian model because rather than relying on ones positional authority,
the leader relies on persuasion and ones ability to convince. Because
servant leadership oftentimes benefits people and situations that are in
need, it's important for leaders to demonstrate Conceptualizationin other
words, to imagine the bigger picture beyond our own day-to-day realities.
Closely related to Conceptualization is Foresight, the ability to foresee the
likely outcome of a situation. Leaders can use Foresight in order to
understand lessons and mistakes from the past. The quality that assumes a
commitment to serving others is Stewardship. This characteristic embodies
each leader's commitment to the task and utilizes openness and persuasion,
rather than control. Going off of commitment to the task, Commitment to the
Growth of People is extremely valuable because it not only celebrates the
work that has been accomplished, but the personal growth of the team
members. Finally, Building Community is what results from the adherence
to this model. As Greenleaf put it, All that is needed to rebuild community
iseach servant-leader demonstrating his or her unlimited liability for a quite
specific community-related group.

27. Student will describe HDF190 Narragansett Walk for For our Servant Leadership Project, my small group for FLITE
personal application of the Multiple Sclerosis 2017 volunteered at a walk for Multiple Sclerosis (MS) in Narragansett. By
above theory (Greenleaf) choosing this activity, our group practiced Empathy because MS
directly affected one of our group members, so this issue became
important to all of us in addition to her. Once our group arrived at the
location where the walk would be held, we split up into groups to
tackle which tasks needed to be done. Our Stewardship and desire to
help emerged through everyone's enthusiasm to volunteer to blow up
balloons, hand out fliers, or man the rest stops. We utilized
Awareness by informing ourselves of the effects of MS and the impact
it made on peoples lives, and just why walks like these were
important. We became conscious of how our work as volunteers was
affecting the people around us, even if it was slight. We demonstrated
Conceptualization by imagining ourselves in the place of the victims
and their families, and looking beyond ourselves and our day-to-day
lives. The Growth of People became increasingly valuable to all of us
as we witnessed the enthusiasm of our group grow, how much we
enjoyed being there, and how much we loved being in each others
company. Finally, at the end of the day, Building Community had been
achieved. Not only were we closer to each other in our small group,
but to the participants of the walk, the Civic Engagement Leaders, and
the coordinators of the program.
of the Principle Centered
Leadership theory by Covey
above theory (Covey)
of the 14 Points / TQM
theory of leadership by
Deming

above theory (Deming)
of the Visionary Leadership
(now often cited as
Transformational
Leadership) theory by
Sashkin
above theory (Sashkin)
of the Individuals in
Organizations leadership
theory by Argyris
above theory (Argyris)

36. Students will demonstrate HDF190 HDF190 class discussion In HDF190, we discussed what it means to exemplify ethical
knowledge of the 4 Vs leadership by studying Dr. Bill Graces 4 Vs Model. This model
theory of leadership by encompasses the traits a leader should have with an emphasis on
Grace (Center for Ethical exacting change. The 4 Vs focus on four main points: values, vision,
Leadership) voice and virtue. Using this methodology, we talked about how to
identify and integrate our core values (VIA) in order to carry out our
vision in service to others, as well as voice that vision in a persuasive
manner, all the while practicing virtuous behavior.
During our discussion, we each wrote down a flaw in the world we
wish we could fix. For this exercise, I chose lack of acceptance and
open-mindedness in our society. We then wrote down one core value
we thought could help us demonstrate the problem we wanted to fix. I
chose bravery because to me, it means speaking up and staying true
to your beliefs, even if youre in the minority. Then, using our voice,
we wrote down a slogan we thought captured the essence of the
message we were trying to convey, as well as a virtue we thought
could help us convey this message. I wrote down Dont preach to
love thy neighbor if your love is selective and said that temperance
could help me spread my message.
Center for Ethical Leadership (n.d.) Ethical Leadership Retrieved
from: http://www.ethicalleadership.org/concepts-and-philosophies.html
above theory (Grace)
of the Situational
Leadership theory by
Hersey & Blanchard
above theory (Hersey &
Blanchard)

of the Relational
Leadership model by
Komives, McMahon & Lucas
above theory (Komives et al)
of the concept of
constructivism
43. Students will describe
personal examples of
implementing constructivism
knowledge of experiential
learning in leadership
development (Kolb)
personal application of
experiential learning in
leadership development
(Kolb)

46. Student will show knowledge HDF190 N/A In HDF190, we engaged in a reflection exercise in order to become
of the Social Change Model familiar with the Social Change Model of Leadership Development.
of Leadership Development The Social Change Model facilitates positive social change at the
by Astin et al institution or in the community. In other words, it encourages students
to undertake actions which will help the institution/community to
function more effectively and humanely by outlining 10 traits. For
consciousness of self, congruence, and commitment we chose a
partner to discuss how we could apply this themes to our lives. For
consciousness of self, we talked about how knowing oneself can help
a leader determine what they are able to contribute and how they can
use their strengths. For commitment, we claimed that each group
member is advocating for each other when they commit to a task
because theres a common goal involved. We agreed that congruence
derives from trust, and that being consistent with ones beliefs and
found that practicing what you preach is a saying that comes to mind
when discussing this. In our small groups, we approached the topics of
collaboration, common purpose, and controversy of civility. Our entire
group agreed on how significant collaboration is, and making sure that
everyone had a certain task to complete in order to reach a goal
together. Of course common purpose is a part of what drives the
leader and group members to finish a projecta goal that has been
reached implies achievement and progress, which is what every group
strives for. Controversy with civility was very easy to relate to because
at some point in our lives we have all faced ideas that contradict our
own, and we discussed whether or not those different opinions were
approached with respect. Finally as a class, we talked about
citizenship. Every one of us took turns naming a community on
campus that we felt close to and how we felt like being a part of a
community affects our experience in college. Each individual agreed
that they really felt like they were thriving, and that sharing something
that they are passionate about with a group of peers helps them feel
motivated and driven.
Source: Astin, Helen S. and Alexander W. Astin. A Social Change
Model of Leadership Development Guidebook
Version III. The National Clearinghouse of Leadership Programs, 1996
47. Student will describe HDF190 Habitat for Humanity In HDF190, we worked in random groups to assemble a small house
personal application of the activity out of dry spaghetti, marshmallows, tape, and plastic bags. For this
above theory (Astin et al) task we were given a specific set of instructions, as well as a time
frame. This task was to be done while adhering to the Social Change
Model, which outlines 10 traits that guide students to undertake
actions which will help the institution/community to function more
effectively and humanely. I believe that we definitely exemplified each
of the seven Cs from the Social Change model, which further
improved my understanding of why they are all so significant. We had
some members of the group who were more strategic thinks and they
took charge immediately. They proposed a plan for how to conduct
the building process, while others were prepared to execute the tasks
at hand. I think consciousness of self played a role here because we
saw each others strengths come out. Commitment to the project was
driven by our common goal to complete the house which achieved
collaborationeveryone was willing to work together and listen to one
another, and no one stood back and let the rest of the group do
everything. Everyone was attentive and eager to contribute. When
one of our group members that the foundation of our house was too
small, we immediately took her opinion into account, even though it
was different from our own, and realized that she was right. Without
her differing opinion, the house may have collapsed. Even though
there was some controversy with civility, everyone was respectful, and
no one treated the individual as if she didnt matter. Each of us
strongly felt connected to citizenship. We wanted success not just for
ourselves, but for the other members of our group. A few of us were
complete strangers, but completing the project was so important in
terms of growing as leaders and proving to ourselves and to our own
peer leaders that we would exceed expectations.
Source: Astin, Helen S. and Alexander W. Astin. A Social Change
Model of Leadership Development Guidebook
Version III. The National Clearinghouse of Leadership Programs, 1996

48. Students will demonstrate
knowledge of the
Leadership Identity
Development Model by
Komives et al
49. Students will describe
above theory. (Komives et
al)
knowledge of the Strengths-
Development Model by
Hulme et al
above theory (Hulme et al)
knowledge of behavior
theories of leadership from
Michigan and Ohio State
above theories (Michigan &
Ohio State)
knowledge of Charismatic
leadership
above theory

knowledge of contingency
approach to leadership by
Fiedler
above theory (Fiedler)
knowledge of Path-Goal
theory by House
above theory (House)
knowledge of Leader
Member Exchange (LMX)
theory
above theory
knowledge of Leadership
Substitutes Theory
above theory
knowledge of Models of
leader emergence

65. Student will describe the
impact of traits on leadership
emergence and
performance
knowledge of Chaos
approach to leadership by
Wheatley
above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
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
knowledge of the Cycles of
Socialization (Harro) theory
and its uses in leadership
Cycles of
Socialization (Harro)
knowledge of the Cycles of
Liberation (Harro) theory and
its uses in leadership
Cycles of Liberation (Harro)
knowledge of the
Configuration of
Power (Franklin) and its
relationship to leadership

Configuration of
Power (Franklin)
knowledge of racial identity
development via the Cross,
Helms or other models
(Ferdman & Gallegos; Kim;
Horse; Wijeyesinghe etc.)
model(s) of racial identity
development above
knowledge of McIntoshs
theory of privilege and its
relationship to leadership
McIntoshs theory
80. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships
to leadership
of effective leadership as it
relates to change agency
examples of being a change
agent

83. Student will create a personal HDF190 Day of Discovery At the Day of Discovery, our small group gathered to discuss active listening
code of inclusive leadership techniques, as well as identities such as sexual orientation, gender, race,
and class. During this discussion, we covered how to properly demonstrate
active listening through body language, asking questions, and repeating
back key points. I hold active listening in very high esteem as a leader
because I believe it is the most effective way to form connections between a
leader and their group members, as well as build trust. I think there's no
better way to show a team member that they are valued and included than
by staying engaged while theyre opening up or sharing ideas. The activity
concerning identity was one of our first discussions as a group. We are a
very diverse team, and during this retreat we were still relatively new to each
other. Talking about identity allowed us to practice listening as well as
patience. If someone had a different opinion or came from a different
background, we knew not to shut that person down because we were
different, but rather celebrate what set us apart. Ultimately, praising these
differences brought us closer together as a team, which granted us the
assurance that we felt included as a team of leaders. Since the retreat,
weve been able to carry these skill sets with us during activities in HDF190
throughout the semester among our small groups, as well as other teams.
knowledge of the Model of
Intercultural Sensitivity by
Bennett and its uses in
leadership
Model of Intercultural
Sensitivity by Bennett
knowledge of the ally Action
Continuum by Griffin & Harro

Action Continuum by Griffin &
Harro
Outcome Category: Critical Thinking
principles of critical thinking
(logic is used in this minor)
proficiency of critical thinking
metaphorical analysis to critically
analyze self and leadership
situations
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
at least five decision making
methods
examples of having used five
decision making methods
at least five problem solving /
conflict management methods,
as well as understanding the
roots of conflicts
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
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 Additional Experiences Descriptive notes regarding learning and practice
class
99. Student will demonstrate HDF190 Day of Discovery During the Day of Discovery retreat, each of our group members received a
knowledge of active listening packet with tips on how to properly demonstrate active listening. We
techniques discussed how we want the other person to feel as were listening to them,
whether that be encouraged, sympathized with, understood, etc., as well as
how to approach them. Should we use a positive tone of voice? What can
we say to make them feel like what theyre saying is being acknowledged?
By restating basic ideas and asking questions, we can demonstrate that
were engaged in the topic being discussed. Active listening is important as
a leader, because when one is leading a group of diverse team members, it
is the role of the leader to ensure that everyones voice is being heard so
everyone can contribute completely to the mission. It is a simple but
effective way to make connections to the rest of ones teams and advocate
for an open space.
100. Student will describe examples HD190 Day of Discovery At the Day of Discovery retreat as a part of HDF190, we were asked in our
of using active listening skills groups to talk about important identities such as sexual orientation, race and
ethnicity, socio-economic status, and gender, and at what point we realized
how these labels affect the people around us. We learned that as we grew
up, most of the time we are taught that these identities were treated more as
things that can set us apart from each other, rather than bring us together.
However during our discussion, we reveled in the different perspectives we
each had and celebrated how they were able to connect us as young adults.
No one had the same story to tell, yet we all listened intently as someone
had something personal to share. It wasnt the content that connected us
all, but the desire for each one of us to feel supported and safe in the
environment that we were in.
knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback
104. Student will describe examples
of giving and accepting
feedback.
105. Student will demonstrate HDF190 North Woods Challenge As part of my Learning Contract, I participated in challenge course facilitator
knowledge of facilitation and de- Course training, and over the summer I was apart of the 2016 Leadership Institute.
briefing techniques Leadership Institute Both events incorporated certain activities in order to build individual and
team-building skills and were followed by debriefing sessions. The purpose
of debriefing as it pertains to leadership is to analyze what worked during
these team-building exercises and what did not. It also serves to examine
how an individuals strengths and values work with their team members, as
well as how the groups strengths and values come together. Oftentimes,
leadership roles might change depending on the activity and the people
involved. Sometimes, a person who is normally more of an executor steps
up as an analytical thinker, or vice versa. Students are asked what role they
think they played and how they contributed to the process by which the
activity was carried out. Once we observe how we work as individuals, we
can then observe how we work in teams, and then ultimately determine the
effectiveness of how the team functions.

106. Student will demonstrate HDF190 North Woods Challenge I participated in challenge course facilitator training as part of my learning
proficiency of facilitation and de- Course contract. The first day, we observed how the activities were facilitated and
briefing techniques engaged in them ourselves. On the second day, each of us were assigned a
partner, and with that partner we were in charge of co- facilitating one
element of the challenge course to demonstrate that we knew how it was
done. I led a name game in order to familiarize the group with one another,
and the element I facilitated was called Nitro. Facilitating this activity entailed
explaining safety, the purpose of the element, as well as a small backstory to
make the activity more enjoyable. I clarified the correct way to swing across
on the rope to the platform, making sure to emphasize the importance of
where to place ones hand on the knots and ones foot in the loop. As each
group member swung across on the rope, my partner and I spotted close to
the platform, ensuring that our hands were placed firmly in front of us. After
the activity was completed, we debriefed by asking questions about which
techniques worked and which did not. We asked what they would do
differently, how they felt their individual strengths applied to this task, and
how they thought they grow from that experience.
knowledge of framing and
breaking the frame
proficiency of framing and
breaking the frame
organizing meetings / setting
agendas / and leading meetings
examples of organizing
meetings / setting agendas /
leading meetings
Parliamentary Procedure

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

examples of using the theory of
Challenge and Support
(Sanford)
122. Student will show knowledge of HDF190 FLITE Servant Leadership In HDF190, we were required to give speeches about Servant Leadership
the construction / elements of Speech and relate the components outlined by this theory to our strengths and
informative and persuasive majors. In my speech, I wrote how my top strength is Bravery, and the way
speeches that I interpret this strength is that I am passionate about giving a voice to
issues that I care about. The goal I wished to convey was how as a film
major, I hope to use film media as a platform to express my ideas and raise
awareness to topics that Im passionate about. After I established a goal, I
highlighted main points I could use to support my claim, which in this case,
is the absence of representation or misrepresentation of LGBT characters in
the media, especially in childrens entertainment. Next I thought about how I
wanted to make my audience feel, which was motivated, but also
sympathetic. Once I determined the reaction I wanted, I could establish a
tone to use. The evidence I used was pretty personal, so I feel like as once I
outlined my connection to the content, I could predict the evocation of
empathy, which is a key element in writing a persuasive speech. relate the
components outlined by this theory to our strengths and majors.
123. Student will demonstrate HDF190 FLITE graduation At our FLITE graduation, I was asked to present my Leadership Portfolio as
proficiency in informative and a representative of my classs section. The purpose of me presenting a
persuasive public speaking speech about my portfolio was so that I could inform the audience of the
effects that the leadership minor has had on its students. First I introduced
myself and declared my majors and minor, as well as my strengths and
values. I briefly touched upon my involvement on campus because I
returned to it later as it related to my outcomes. A Leadership Portfolio,
which every FLITE student makes, incorporates our best outcomes from the
five categories of leadership. I discussed my motives behind completing
these outcomes, how I used my strengths and values to help me better
understand and how I lead, and demonstrate the activities and organizations
that Im involved in. I went through the outcomes one by one and ultimately
explained all the opportunities being in this minor has given me, and all the
benefits I've attained through my continuation with FLITE and CSLD.

planning and conducting
interviews (as the interviewer)
examples of planning and
conducting interviews (as the
interviewer)
126. Student will show knowledge of HDF190 URI Leadership Institute Most interviews for any sort of job or position, especially if the position
preparing for and effective Peer Leader interview includes overseeing other people, should be conducted and treated
answers in interviews (as the professionally. In order to make a positive first impression, it is important to
interviewee) present oneself as someone who looks prepared for the job and wants it.
Wearing nice attire conveys the seriousness and respect of the interviewee.
Most interviews are, of course, personal, so preparing to talk about oneself
is helpful, especially prior experience and strengths that one believes are
important to contribute. For example, during my URI Leadership Institute
Peer Leader interview, I talked about my Gallup Strengths and my prior
experience at Institute as a first year student and related it to how I could
serve the Institute team. If the interviewee has no prior experience or
personal connections to the post, conducting research on what the job
entails and about the organization/company depicts interest. For most
positions, it helps to bring a resume and a list of recommendations to
advocate for ones capability to hold the job.

127. Student will describe personal HDF190 URI Leadership Institute I was interviewed for the position of a peer leader at the URI Leadership
examples of preparing for and Peer Leader interview Institute. I decided the best course of action to take was to review some of
being interviewed the leadership models we discussed in HDF190, as well as my personal
strengths and values. I wrote down each of my top strengths and values
and included examples of how I could apply those at Institute, and how they
would allow me to stand out. This process was especially helpful since each
of my interviews were conducted alongside an older student who had
already held a position at Institute. However, I felt like I was able to easily
bounce ideas off of them after re-familiarizing myself with the Relational
Leadership Model and the Four Vs. Knowing my strengths and exactly how
to use them came in handy when I was asked what I could personally
contribute to the team. I felt well prepared before the interviews and I left
knowing that I was at my best.
Relational Leadership Model: Komives, S, Lucas, N., & McMahon, T. (1998).
Exploring Leadership for College Students What Want to Make A
Difference. San Francisco: Jossey-Bass. (68-72).
Four Vs: Center for Ethical Leadership (n.d.) Ethical Leadership Retrieved
from: http://www.ethicalleadership.org/concepts-and-philosophies.html
effective collaboration / coalition
building
examples of working in
collaboratives/coalitions
Intercultural communication
considerations
proficiency in intercultural
communication
132. Student will describe ways to
maintain accountability in
leadership / member
relationships
examples related to maintaining
accountability as a leader
134. Student will describe ways to HDF190 Peer Leader Individual In my experience, the key to building a positive relationship between leaders
build relationships between Meetings and members is acting both as a mentor, and as a friend by showing
leaders and members FLITE personal interest in the growth of the group members. Our FLITE peer
mentor accomplished this by setting up personal meetings with us to talk
about our feelings toward being first year students, how she could help us
complete our work, and any concerns we had about the class. When we
were working on our Servant Leadership project, she offered to stay in the
library with us and listen to our presentation, and she invited us to write
outcomes with a group of other peer mentors in case we had questions. For
Valentines Day, she brought us each a personalized card. In our group chat
she always reminded us of when assignments were due and any
opportunities we could take advantage of in order to improve our grades or
gain experience. During the last day of class, she presented us with
superlatives, which definitely increased our personal connections with her,
as well as small stuffed animals because our group name was The
Danimals.
135. Student will describe personal HDF190 FLITE In HDF190, we talked in random groups about what we think builds the best
examples of building Day of Discovery relationship between members of a team and a leader. My contributions to
relationships with members as a this discussion were that, as a leader in high school, I did my best to listen to
leader others and keep an open mind, especially when the group was under
pressure or had a certain task to complete. As a group, we agreed that
being heard and listened to made us feel valued as team members, and that
a leader should take constructive criticism and feedback with grace instead
of becoming defensive when someone else is trying to explain their point of
view. In FLITE, I was able to make connections with my group members
first during Day of Discovery. Practicing active listening during Boundary
Breaking made them feel like they could open up to me, during and outsdie
of class. When one member was struggling to come to class and complete
his assignments because of personal issues, I reached out to him and
offered to help him catch up.

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 HDF190 Welcome Week For Welcome Week, I served as a Leadership Ambassador. I dressed in
examples of building, professional attire and was stationed at the Leadership booth at the Ryan
maintaining, and repairing his/ Center, in which my job was to approach undecided high school students
her own credibility as a leader and parents and talk to them about our Leadership Institute and minor. This
process first and foremost required building connections. I would first ask
whether or not the family/student had heard of the program and whether the
student had any experience in high school, such as being on a sport or
academic team that they thought could be a good fit for Leadership Studies.
I next asked where the student/family was from in order to build a personal
connection. I explained that many out of state students benefit from
Leadership Studies because they make friends so quickly and how in-state
students might be interested because it's a part of Rhode Island they have
never experienced before. I explained how my majors could be related to the
minor, and how it helps students who are undecided because of all the
experience and opportunities that are provided. As a future Leadership
Institute Peer Leader, I definitely took special interest in meeting students so
I could build my future team.
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

examples of mentoring and
being mentored

142. Student will describe principles HDF190
of effective peer leadership, as
well as problems particular to
peer leadership
143. Student will describe personal HDF190 Leadership Institute
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
application of organizational
analysis using the four frames of
organizations (Bolman and
Deal)

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LEADERSHIP

Name: Marion OSullivan

Leadership Inventory Revised 8/30/2013 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

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MINOR ELECTIVES-9 credits

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Leadership theory and

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Outcome Category: Leadership Theories

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Outcome Category: Critical Thinking

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141. Student will describe personal

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