LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*

MINOR IN LEADERSHIP STUDIES

Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Evan Kader
Date Enrolled:
Date of Graduation: May, 2022

*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 08/22/2017 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 (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
Leadership Inventory Revised 08/22/2017 2
• 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 dean’s 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 HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits 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
3 credits or documented internship experience for graded credit
Experience through Office of Experiential Learning & Community
Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major

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
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 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 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in
Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year 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, Multi‐Ethnic, & Alternative
Leadership (capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management

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

Leadership Inventory Revised 08/22/2017 5

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 letters—anything 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.

Leadership Inventory Revised 08/22/2017 6

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
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 Day of Discovery In HDF 190, the class participated at a Day of Discovery on February 9 th, 2019. This
event was required for HDF 190. During the retreat there were multiple themes of
focus such as strengths-based Leadership, Group Development, Inclusive
Leadership, Leadership Competencies, Website and Portfolio Development, and
Networking. During small group time we discussed topics such as race, sexuality,
economic status, and gender equality. During this time, we were placed into our
small groups for discussion. The topics at hand were sensitive, striking some
emotion, and being that the group was new to each other I had to hold back some of
my emotions. I did not want to comment on something that would be disrespectful
or hurtful to my group members. I felt that everyone had a different experience that
was valuable, and I tried to learn their situation.
Evidence 9 – Day of Discovery Packet
URI 101 In URI 101, which is a class that all first-year students at URI are mandated to take,
students are mentored by upper classman and professors during the adjustment
process of college. During the semester the class had discussions about how each
individual manages stress during their academic year. Some people said they go to
the gym to exercise, go for walks around campus, read a book, watch TV, create
conversation with friends, review syllabi, create TO-DO lists, and create weekly
calendars. Everyone has a different stress management technique that works best for
them. It is important during one’s relaxation time not to attend to any of the
stressors present in their life. The point of stress management is to take a break and
so something you enjoy.
Evidence 6- URI paper
URI 101 Personal Experience In URI 101, I learned to manage stress in a few different ways. First off, stress to me
is a tightness in my chest, inability to concentrate, and procrastination. My top way
to manage stress and my academia is to create TO-DO lists and a calendar of events
in the future. The main thing is to plan out my days. I am able to visually see the
items I need to complete. Items can be assignments due, tests, projects and meetings.
During the first couple of weeks of my first semester here at URI. I became very
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 easily overwhelmed and need additional coping strategies. Some of these strategies
consisted of stopping doing work at a certain point at night, watch TV before bed,
and talk about the things that stressed me out. For example, sometimes I suffer from
panic attacks and when they occur I need to clear my mind. They occur due to work
load stress and in order for me to continue with my work, I need to make a list of
assignments I need to complete for the day.

Evidence 7 – Planner Picture

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 (Sources = VIA,
values clarification exercises, etc.)
HDF190 In HDF190, I took the VIA assessment. My top five VIA values are perspective,
bravery, judgment, honestly and lastly zest. Perspective is being able to provide
wise counsel to others and looking at the world that makes sense to one’s self and
others. Bravery, not allowing a threat, challenge or difficult stop you from the end
goal. Judgment, being able to survey from all sides, able to make a knowledgeable
conclusion. Honesty, speaking the truth and being sincere. And lastly zest, living life
with energy and excitement, completing tasks 100% and living life as an adventure. I
think one of the values I connect with the most is zest. My personal values statement
is treating all experiences like they can be your last and be able to understand where
other thoughts and opinions come from. ELABERATE

Your Character Strengths Profile. (n.d.). Retrieved from

https://www.viacharacter.org/survey/Surveys/Finished/9305228.

Evidence 5 – Via Results

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

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13. Student will show knowledge of
the “Hierarchy of Needs” theory
by Maslow
14. Student will show application of
Maslow’s theory to own life
NUR 100 In NUR 100 ,I learned about the Maslow’s Hierarchy of Needs. Alarge component of
NUR100 was understanding the different stages in the theory. This theory is
important for health care providers such as nurses to understand. Psychologist
Abraham Maslow created this hierarchy of human needs and motivation theory in
1986. He observed that certain human needs are common to all people, but some are
more basic than other’s, but the basic needs must be met before the higher needs can
be addressed. The theory is taught with five key points. First, Physiological, the
basic survival needs such as oxygen, water food, and shelter. Second, Safety and
Security, the need to be safe and comfortable including ones psychological security.
Third, Love and Belonging, is the need for love and affection, either from family or
social supports. Fourth, Esteem and Self-esteem, the need to feel good about oneself
such as body image, pride in achievements, and admiration from others. And lastly,
Self- actualization, which is the need to achieve one’s potential; the need for growth
and change. These seven points are key for health care providers to know in order
for them to give the best patient care possible.
Treas, L. S., & Wilkinson, J. M. (2014). Basic nursing: Concepts, skills, & reasoning.
Philadelphia, PA: F.A. Davis Company.
Evidence 11 – Textbook Picture
URI EMS As I have previously learned in NUR100 and discussed above, Maslow’s Theory of
“Hierarchy of Needs” is used in the health care field. At URI I am able to serve the
community as an EMT [Emergency Medical Technician] as a member of the
University of Rhode Island EMS. University of Rhode Island has two transporting
ambulance. The most common hospital to transport patients to is South County
Hospital. As an EMT I are the medical provider to safely transport patients to the
hospital. The theory points of Maslow’s Theory are directly connected in patient
care. First, physiological, the most basic survival needs for a human such as
applying oxygen therapy if the patient has low oxygen saturation which could be
causing their difficulty breathing. Second, it is the EMTs first priority to keep
themselves safe and second their patient. Such as applying seatbelts when the
patient is on the stretcher, to keep the patient secure during transport. Third, love,
love does not need to be defined as an intimate definition, but deep-down EMS
providers become health care providers because they want to make a change in
someone’s life, during possible one of their worst times so they need to care for that
patient without discrimination. Fourth, esteem and self-esteem, patients need to be
reminded that they matter. A lot of calls here at URI are psych calls and it is
important to convey to the patient that they indeed matter and are important to
others. And lastly self-actualization, is the patient’s realization to get better or make
better choices that won’t cause them harm in the future. Even though it is a short
transport time to the hospital it is important to hit some of theory points. I have
personally had to treat each of these theory points on patients I have interacted with.
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 Evidence 12 – URI EMS Job Shirt

15. Student will show knowledge of

the theory of Superleadership by
Manz & Sims
16. Student will show application of
Manz & Sim’s theory to own life
17. Student will describe
StrengthsQuest Signature Themes,
shadow side of Strengths and/or
weaknesses, and examples of
application (Source = Gallup)
HDF190 In HDF190, I took an assessment called Gallup’s StrengthsFinder Inventory. My top
five strengths are futuristic, restorative, input, relator, belief. After taking this survey
and reviewing my results I could see how I use these strengths in my everyday life.
For example, I am always planning ahead, using my futuristic strength. I constantly
have ongoing lists of tasks that I need to complete. But with this strength comes the
shadow and that is not being present in the moment one hundred percent of the
time. I constantly remind myself to be more present in the moment. Another
strength I constantly use is my input strength. I show strengths of collecting and
archiving information while building relationships. ELABERATE

CliftonStrengths Themes. (n.d.). Retrieved from

https://www.gallupstrengthscenter.com/.

Evidence 4 – Gallup Results

18. 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., Type Focus (MBTI), LAMP,
DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory
of leadership Weber
20. Student will describe personal
application of the above theory
(Weber)

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21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal
application of the above theory
(Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory
of leadership by Drucker
24. Student will describe personal
application of the above theory
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory of
leadership by MacGregor
26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of the HDF190 Rotaract, EMS In HDF190, I learned about the servant leadership model. Robert Greenleaf states,
“Servant Leadership” theory of “The servant-leader is servant first. It begins with the natural feeling that one wants
leadership by Greenleaf to serve” (Greenleaf, 1991). Motivation starts intrinsically and one who is open to
grow. Additionally, by being a servant leader, you learn about yourself, which
allows you to more effectively serve others. Robert Greenleaf states there are 10
characteristics. 1. Listening – deep commitment to listening intently to others. 2.
Empathy – to understand and empathize with others. 3. Healing – recognize an
opportunity to help make whole of those with whom they come in contact with. 4.
Awareness – general awareness and self-awareness to be able to understand issues
involving ethics, power and values. 5. Persuasion – seek to convince others, rather
than coerce compliance. 6.Conceptualization – the ability to look at a problem or an
organization and think beyond day-to-day realities. 7. Foresight – the ability to
foresee the likely outcome of a situation. 8. Stewardship - the commitment to serving
the needs of others and emphasizes the use of openness and persuasion rather than
control. 9. Commitment to the growth of people – the responsibility to do everything
in his or her power to nurture the personal and professional growth of employees
and colleagues. 10. Building Community – building up a community with people
who work in businesses and other institutions. These characteristics are important to
be aware about as a servant leader. Leaders will not display all of these
characteristics, that is why it is important to work as a team using your strengths
together to accomplish a goal.

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf

Center
Leadership Inventory Revised 08/22/2017 11
 Evidence 1 – My Why For Servant Leadership

28. Student will describe personal
application of the above theory
(Greenleaf)
HDF190 Rotaract In HDF 190, I learned about the Servant Leadership Theory. I realized that I am a
part of a club here on campus called Rotaract. This club puts the service of others
above one’s self. Throughout the year the organization participates and volunteers
in multiple events. This year I volunteered with a group of rotartact members at the
Lymphoma Leukemia Society walk in Providence Rhode Island. At this event I was
stationed to hand out t-shirts to participants in the walk. During my time working
the booth at the walk I used multiple characteristics of the Greenleaf Model. The first
characteristic being awareness. Awareness is being about to understand yourself
awareness. I was at an event where individuals had lost loved ones due to cancer. I
reminded myself to be impeccable with my words in order not to offend anyone.
Another characteristic I used was healing. One of the purposes at this event was to
come together as a community to remember those who lost their battle with cancer
and to raise funds to continue the research against this horrible sickness. Families at
this event were very grateful that Rotaract was a part of their special night.

Evidence 3 – Picture of Rotaract members at walk.

29. Student will show knowledge of the

“Principle Centered Leadership”
theory by Covey
30. Student will describe personal
application of the above theory
(Covey)
31. Student will show knowledge of the
“14 Points / TQM” theory of
leadership by Deming
32. Student will describe personal
application of the above theory
(Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin
34. Student will describe personal
application of the above theory
(Sashkin)
35. Student will show knowledge of the
“Individuals in Organizations”
leadership theory by Argyris

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36. Student will describe personal
application of the above theory
(Argyris)
37. Students will demonstrate
knowledge of the “4 V’s” theory of
leadership by Grace (Center for
Ethical Leadership)
38. Student will describe personal
application of the above theory
(Grace)
39. Student will show knowledge of the
“Situational Leadership” theory by
Hersey & Blanchard
40. Student will describe personal
application of the above theory
(Hersey & Blanchard)
41. Student will show knowledge of the
“Relational Leadership” model by
Komives, McMahon & Lucas
HDF190 In HDF 190, I learned about the “4 V’s” Leadership theory model by Bill Grace. This
model includes values, virtues, vision and voice. First, values, is the individual
being able to understand and commit to their core values. Second, vision, is being
able to have plans for the future in order to become successful. Third, voice, clearly
demonstrate your thoughts to others and put them into action. Lastly, Virtue,
knowing the why we do things and strive to do what is right. Additionally, Dr.
Grace mentions three more elements; service, polis, and renewal. Service connects
someone’s visions and values for why they service. Polis in the Greek language
means city. During our service we are affecting the public in who are in need. And
renewal, is making sure that we our voice is constantly in line with our values. The
reason a leader would follow this model is to constantly be reminded of their values.
It is a personal statement to follow.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
Evidence 2 – Leadership Crest
HDF190 In HDF 190, we learned about the Relational Leadership Model. This model was
founded by Komives, Lucas and McMahom in 1978. This leadership model can be
defined as “a relational process of people together attempting to accomplish change
or make a difference to benefit the common goods” and putting people first. There
are five components to this leadership model. First, purpose, is the commitment to
the goal or activity at hand and creating positive change, resolving differences
within individuals in the group. Second, inclusiveness, is being able to understand
and respect the values of others you are working with. This is allowing all
participants to have a voice in the work. Third, empowering, this is claiming your
own space and ownership. This allows us to feel that we all have the right to be
involved. Fourth, ethical, is having values and standards that you as an individual
or group are driven by. These values are an influence on others. Lastly, the key
phrase is process oriented. This is connecting the four other components together
Leadership Inventory Revised 08/22/2017 13

42. Student will describe personal
application of the above theory
(Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
which can contribute success in any organization. The purpose is to find the idea of
how the group can be successful and accomplish its goal. The group should be
intentional not incidental. The entire process should create energy, synergy, and
momentum. Additionally, there are another three components of this model;
knowing (knowledge/understanding), being (believing that), and doing (skills in).
Knowing is being knowledgeable of the information to display what you know.
Next, when you know what you believe in, it will bring energy to the group. Lastly,
by doing there is use of strengths and skills. These strengths are built upon while
working as a group. In order to be successful with the relational leadership model
you need to know who and what you are. You cannot lead others if you do not
know yourself.
Komives, S. R. (2013). Exploring leadership: for college students who want to make a
difference. Third edition. San Francisco: Jossey-Bass.
Evidence 8 – Relational Leadership Grid
HDF 190 In HDF 190, I learned what constructivism is. It is a theory that is based on
observation and scientific study about how people learn. This theory is to build own
understanding and knowledge of the world. Additionally, the desire for students to
become active and expert learners. As students we have the opportunity to learn
something new every day. When new material is learned the new information is
processed off of the context that we already know, who we are and based off of our
own past experiences. New information may change what was previously learned in
order to make ration decisions. These decisions are based off of the knowledge and
point of view of the learner. And in order for continuous growth the learner must
ask questions, explore and re-assess all situations and the information already at
hand.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for
teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Evidence 17 – Constructivism Worksheet
Leadership Inventory Revised 08/22/2017 14
45. Student will demonstrate knowledge
of the Experiential Learning Model
(Kolb)
46. Student will describe personal
application of the Experiential
Learning Model (Kolb)

Leadership Inventory Revised 08/22/2017 15

47. Student will show knowledge of
the “Social Change Model of
Leadership Development” by
Astin et al
48. Student will describe personal
application of the above theory
(Astin et al)
49. Students will demonstrate
knowledge of the “Leadership
HDF 190 In HDF 190, I learned about the social change model created by Astin et al in 1994. This
model is encompassing three groups that need to come together as one; society/
community values, group values and individual values. It is broken down into those
groups to make clear what each person’s responsibility is, but the common idea over the
social change model is that it is collaborative and not simple. As a citizen in society, one
needs to see themselves as part of a larger group not just as an individual. As a group
member it is important to remember that there is a common goal all are trying to achieve,
and each team member brings different strengths and values. Lastly, as an individual in
the group it is important to be aware of other’s beliefs and values and to follow through
with your own individual commitment. The social change model works to fix the root of
the problem working together as a group. The three groups make up the seven C’s, which
is a loop that can work in any direction. The seven C’s are: Citizenship, Collaboration,
Common Purpose,
Controversy with Civility, Consciousness of Self, Congruence, and Commitment. The
seven C’s reminds the leaders that this is a process not a position, leadership is values
based, and change occurs because of individuals working together.
Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership
development. Retrieved from (https://sakai.uri.edu/access/content/group/b71e179b-1b8d-
463f-91b5-
7374a18bbf5f/Unit%203%3A%20Social%20Change%20Model/Overview%20of%20SCM.pdf
)
Evidence 10 – The 7 C’s
HDF 190 In HDF 190, BABE JJAM – our peer group, decided to take on the responsibility of
cleaning up the Narragansett Beach. It occurred to us that this is a public area that
deserves to be clean for its visitors, and especially the wildlife such as the birds and ocean
animals living nearby. By cleaning the beach, our small group was contributing to the
protection of the environment for future generations. We completed the service we did
because we know that the environment will only last as long as people are willing to
protect it and without the environment, future generations will not be able to prosper. As
a group we spent two hours on the beach cleaning up trash. We accumulated five full
trash bags while gaining knowledge about the true scale of the problem at hand and the
additional work that needs to get done. Our group gained understandings of the Social
Change Model of Leadership and Tuckman’s Group Development Stages and then were
able to apply that knowledge to the experience of our service project.
Evidence 13 – Picture of beach clean up
Leadership Inventory Revised 08/22/2017 16
 Identity Development Model” by
Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et
al
52. Student will describe personal
application of the above theory
(Hulme et al)
53. Student will demonstrate
knowledge of behavior theories of
leadership from Michigan and
Ohio State
54. Student will describe personal
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate
knowledge of Charismatic
leadership
56. Student will describe personal
application of the above theory
57. Student will demonstrate
knowledge of contingency
approach to leadership by Fiedler
58. Student will describe personal
application of the above theory
(Fiedler)
59. Student will demonstrate
knowledge of Path-Goal theory by
House
60. Student will describe personal
application of the above theory
(House)
61. Student will demonstrate
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga; Graen
& Cashman; Graen
62. Student will describe personal
application of the above theory
Leadership Inventory Revised 08/22/2017 17
 (Dansereau, Graen & Haga; Graen
& Cashman; Graen)
63. Student will demonstrate
knowledge of Leadership
Substitutes Theory
64. Student will describe personal
application of the above theory
65. Student will demonstrate
knowledge of Models of leader
emergence
66. Student will describe the impact of
traits on leadership emergence and
performance
67. Student will demonstrate
knowledge of Chaos approach to
leadership by Wheatley
68. Student will describe personal
application of the above theory
(Wheatley)

Leadership Inventory Revised 08/22/2017 18

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how
cultural anthropology /
paradigms relate to leadership
70. Student will describe personal
example of using cultural
anthropology / paradigms as a
leader
71. Student will demonstrate
knowledge of the “Cycles of
Socialization” (Harro) theory and
its uses in leadership
72. Students will demonstrate
personal application of the
“Cycles of Socialization” (Harro)
73. Student will demonstrate
knowledge of the “Cycles of
Liberation” (Harro) theory and its
uses in leadership
74. Student will demonstrate
personal application of the
“Cycles of Liberation” (Harro)
75. Student will demonstrate
knowledge of the “Configuration
of Power” (Franklin) and its
relationship to leadership
76. Student will demonstrate
personal application of the
“Configuration of Power”
(Franklin)
77. Student will demonstrate
knowledge of racial identity
development (Cross & Fhagen-
Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos;
Kim; Horse; Renn etc.)
78. Student will demonstrate
personal application of model(s)
of racial identity development
above

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79. Student will demonstrate
knowledge of models related to
gender / identity / gender identity
development (Lev; Bussey;
Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate
personal application of model(s)
of gender identity above
81. Student will demonstrate
knowledge of additional social
identity development model(s):
Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et
al; Fowler; Parks; Astin et al;
Peek; Smith; Johnstone; Gibson;
Forber-Pratt & Aragon; etc.)
82 Student will demonstrate
personal application of additional
social identity development
model(s) above
83. Students will demonstrate
knowledge of McIntosh’s theory
of privilege and its relationship to
leadership
84. Student will demonstrate
personal application of
McIntosh’s theory
85. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership (Source = Three
Dimensional Matrix of
Oppression)
86 Student will demonstrate
knowledge of relevant laws and
policies related to issues of equity
and its relationship to leadership
(i.e., Title IX, Affirmative Action,
Protected Classes, etc.)

Leadership Inventory Revised 08/22/2017 20

 87. Student will show knowledge of
effective leadership as it relates to
change agency
88. Student will describe personal
examples of being a change agent
89 Student will demonstrate
knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate
personal application of the
“Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate
knowledge of the ally Action
Continuum by Griffin & Harro
92 Student will demonstrate
personal application of the Action
Continuum by Griffin & Harro
93. Student will show knowledge of
the Multicultural Organizational
Development Model (Jackson)
94. Student will show personal
application of the Multicultural
Organizational Development
Model (Jackson)
95. Student will show knowledge of
the Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal
application of the Multicultural
Change Intervention Matrix
97. Student will create a personal
code of inclusive leadership

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 21

98. Student will show knowledge of
principles of critical thinking and
fallacies (logic is used in this minor)
99. Student will demonstrate
proficiency of critical thinking
100. Student will show knowledge of
metaphorical analysis to critically
analyze self and leadership
situations
101. Student will demonstrate
proficiency of metaphorical
analysis to critically analyze self
and leadership situations
102. Student will show knowledge of at
least five decision making methods
103. Student will describe personal
examples of having used five
decision making methods
104. Student will show knowledge of at
least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
105. Student will describe personal
examples of having used five
problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work),
competencies (communication,
writing, information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate
knowledge of leadership that is
used in crisis (i.e., James & Wooten;
Garvin; Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden et al; etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten;

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 Garvin; Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
109. Student will demonstrate
knowledge of active listening
techniques
110. Student will describe examples of
using active listening skills
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 Day of Discovery In HDF 190, the class participated at a Day of Discovery on February 9 th, 2019.
During this day I learned what active listening is. Active listening is a
communication skill that one can use to improve your ability to understand and
comprehend verbal information. The Penn State Active Listening model has five
categories. These include encouraging, restating basic ideas, reflecting feelings,
clarifying and summarizing. Each category has 3 subsections; goals, process, and
what to say. To encourage a goal is to have continuous communication, during this
process do not agree or disagree and use phrases such as “I see” and “I understand”.
When restating basic ideas, have a goal to check the meaning and interpretation of
others, place emphasis on the facts, and use terms such as “If I understand, your
idea is”. Reflecting feelings is to demonstrate that you are listening and understand
how a person feels, reflect the person’s feelings, and use terms such as “you were
pretty annoyed by this”. Clarifying is to gain additional facts, ask specific questions,
and ask questions such as “can you clarify that?”. Summarizing is to review and
update of process, major ideas are restated/ reflected upon, and stating “these seem
to be the main ideas you have expressed”. It does not matter who you are in society
a teacher, student, friend, worker or a family member, in order to communicate
efficiently we have to listen well. It is a crucial part of life to pay attention to others
and to be mindful of life’s basic issues.
Issa, J. (n.d.) Top Four Active Listening Techniques. Retrieved on November 16th
2017 from
https://www.onlinepsychologydegrees.com/active-listening-tehcniques/
Evidence 19 – Active Listening (Penn State Chart)
Somers Volunteer Fire While working at the Somers Volunteer Fire Department it is a very import to be an
Department active listener. I am constantly working on dangerous scenes, such as, house fires,
motor vehicle accidents, and EMS situations. These scenes can be very hectic and
can become very unsafe very quickly. The most important categories of active to be
successful on a scene is clarifying and summarizing. It is important to clarify with
the commanding officer in order to perform the correct tasks that need to be done.
Leadership Inventory Revised 08/22/2017 23
 After the call it is important to debrief with the crews that were working. This is
reviewing the work that was accomplished and criticize any safety concerns.

Evidence 20 – Picture of FF Kader

111. Student will demonstrate

knowledge of functions of group
communication by Hirokawa
112. Student will describe personal
application of functions of group
communication (Hirokawa)
113. Student will show knowledge of
techniques regarding giving and
accepting of feedback
114. Student will describe examples of
giving and accepting feedback.
115. Student will show knowledge of
the 7D coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model
(Knott)
117. Student will show knowledge of
elements of a Crucial Conversation
and steps to maintain dialogue and
move to action (Patterson,
McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate
knowledge of facilitation
techniques
120. Student will demonstrate
proficiency of facilitation
techniques
121. Student will demonstrate
knowledge of de-briefing
techniques
122. Student will demonstrate
proficiency of de-briefing
techniques
123. Student will demonstrate
knowledge of framing based on

Leadership Inventory Revised 08/22/2017 24

 psychology and its use in group
facilitation
124. Student will demonstrate
proficiency of framing based on
psychology and its use in group
facilitation
125. Student will demonstrate
knowledge the four frames of
organizations, and the meaning of
reframing by Bolman and Deal
126. Student will describe personal
application of organizational
analysis using the four frames of
organizations, and breaking the
frame / reframing (Bolman and
Deal)
127. Student will show knowledge of
organizing meetings / setting
agendas / and leading meetings
128. Student will describe personal
examples of organizing meetings /
setting agendas / leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of
techniques for working with
difficult people
131. Student will describe personal
examples of using techniques to
work effectively with difficult
people
132. Student will show knowledge of HDF190 In HDF 190, I learned about the stages of group development which is better known
the stages of group development as the Tuckman’s Model. The Tuckman Model was found in 1965 by Bruce
(Tuckman/Tuckman & Jensen, Tuckman. He outlined four phases that were necessary for a team in order to
Bennis or others) develop and grow. First, forming, is was a team establishes round rules. Members
during this stage are treated as strangers. Second, storming, starts when members
start to communicate their feelings but still identify as individuals rather than a
team. There is hostility during this time. Third, norming, members of the group start
to feel part of the team and realize that they can work to achieve a common goal if
they work together. Fourth, performing, this is when the team is working and open,
trusting each other and all group members have the same amount of power and
control. In 1977 Tuckman and Mary Ann Jensen added the fifth stage which is
adjourning. During the Adjourning stage the team reviews the progress which they
Leadership Inventory Revised 08/22/2017 25
 have come and recognizing the contributions that each group member had during
their time as a group. This model can be cycled through multiple times and in
different variations. The goal is however to shorten each time around.

Elsey, E. (2014, February 7). Tuckman’s Team & Group Development Model: What
You Need To Know To Get Your New Group or Team Performing Beautifully!
Retrieved from https://www.thecoachingtoolscompany.com/get-your-team-
performing-beautifully-with-this-powerful-group-development-model/

Evidence 14 – Stages of Tuckman’s Model

133. Student will describe personal
examples of group development in
use (Tuckman/Tuckman & Jensen,
Bennis or others).
HDF 190 In HDF 190, I was assigned to peer leader Mariah. Our group was composed of
Jackie, Blaine, Ben, Amelia, Jack, and Alana. We call ourselves BABE JJAM. As a
group we started the forming stage when we first meet which was when we were
introduced into our peer group. During this time our group members did not know
each other, and we treated each other as strangers. Our storming stage started at the
Day of Discovery on February 9th, 2019. We sat in a small group in the memorial
union and discussed topics that were personal to us such as race, sexuality,
economic status, and gender equality. We were able to communicate our feelings as
individuals. Our group started to norm when we completed class activates and
during our social change beach clean project. Our group could be seen preforming
when we had to present and write about our social change project. We were open
and trusting in each other. We have not adjourned yet. I think that this stage will
happen when the class concludes, and the semester is over.

Evidence 15 – Group Picture

134. Student will show knowledge of

group roles and how they
contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
135. Student will describe personal
examples of group roles and how
they contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of
effective memberships skills in
groups
137. Student will describe personal
examples of membership skills in
use
Leadership Inventory Revised 08/22/2017 26
138. Student will show knowledge of
the Challenge and Support theory
by Sanford, and its relationship to
organizations
139. Student will describe personal
examples of using the theory of
Challenge and Support (Sanford)
140. Student will show knowledge of
the construction / elements of
informative and persuasive
speeches
141. Student will demonstrate
proficiency in informative and
persuasive public speaking
HDF 190 In HDF 190, I learned about the Challenge and Support theory by Sanford. This
theory was founded in the year of 1966. Stanford was one if the first developmental
theorists to have the idea that students develop as a function of person to
environment interaction. This idea has three conditions: readiness, challenge, and
support. Readiness occurs because of the internal process associated with age.
Challenges can either have a positive or negative effect on a student. It can hinder a
student and create a less adaptive atmosphere. Or if there is little challenge in the
environment the student may feel safe and satisfied but there is no development
occurring. Lastly, support is needed for a student to be ready and to be challenged.
Id this is no support can create a large amount of stress but if support is available
the sky is the limit. This theory is to gage the growth and personal development
occurring in a student’s life. A student needs to have a balanced life with failure and
growth in order to personally develop.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K.
A. (2010). Student development in college. Theory, research, and practice (2nd ed.).
San Francisco, CA: Jossey-Bass
Evidence 16 – Challenge and Support Handout
As a new student at URI some of the points of the Challenge and Support Theory
come in handy when acclimating to a new environment. As a student continuous
growth is always a thought. In a new environment such as college it is a challenge to
find equilibrium. As a new student I had to be ready for the new challenge ahead
either academic challenges or social challenges. I knew that these struggles could
possible occur, so I prepared myself for such. I knew that I had to find a support
system such as I did in high school when challenges occurred. I have found support
at the Academic Enhancement Center and through my advisor. It is important to me
to adapt and overcome struggles in my life and sometimes I would not be able to
with the support of others.
Evidence 18 – AEC Email
Leadership Inventory Revised 08/22/2017 27
142. Student will show knowledge of
planning and conducting
interviews (as the interviewer)
143. Student will describe personal
examples of planning and
conducting interviews (as the
interviewer)
144. Student will show knowledge of
preparing for and effective answers
in interviews (as the interviewee)
145. Student will describe personal
examples of preparing for and
being interviewed
146. Student will show knowledge of
effective collaboration / coalition
building (Sources: Cilente/Komives
et al; NCBI; etc.)
147. Student will describe personal
examples of working in
collaboratives/coalitions
148. Student will demonstrate
knowledge of techniques to
communicate and engage in
difficult dialogues related to
diversity and inclusion.
149. Student will demonstrate
proficiency in communicating and
engaging in difficult dialogues
related to diversity and inclusion.
150. Student will describe ways to
maintain accountability in
leadership / member relationships
151. Student will describe personal
examples related to maintaining
accountability as a leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal
examples of building relationships
with members as a leader
154. Student will describe how
credibility applies to leadership, as
Leadership Inventory Revised 08/22/2017 28
 well as the characteristics and skills
of a credible leader
155. Student will describe personal
examples of building, maintaining,
and repairing his/her own
credibility as a leader
156. Student will describe ethical
standards in influence
157. Student will describe influence
applies to leadership
158. Student will describe principles of
effective mentoring, as well as
problems particular to the
mentoring relationship
159. Student will describe personal
examples of mentoring and being
mentored
160. Student will describe principles of
effective peer leadership, as well as
problems particular to peer
leadership
161. Student will describe personal
examples related to being a peer
leader and being led by peers

Leadership Inventory Revised 08/22/2017 29