LEADERSHIP

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

Name: Celia Parisi

Date Enrolled: Fall 2018
Date of Graduation: May 2024

*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. 


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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

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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:
• 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.

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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

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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
▪ 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

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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.

Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

1. Student will demonstrate autonomy and a

minimized need for approval

2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline

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3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
Student will express a personal values
8.
statement (Sources = VIA, values
clarification exercises, etc.)
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)
HDF 190 In HDF 190, we took the VIA character strengths test. From that I was able to determine my 5 top
values of forgiveness, humor, kindness, fairness and honesty. In order to be the ethical leader that I
want to be, my value of fairness resonate with me often. I want to be a leader who is a friend to
everyone and treats everyone with the the same respect. I want to treat people fair, and the way they
want to be treated. As a fair and ethical leader, I will start conversations with everyone, listen to
everyone’s opinion and ensure a space where everyone will feel equal. By doing this I will be able to
be that fair and ethical leader that everyone respects and can talk to easily.
See Evidence #1
HDF 190 Towards the beginning of HDF 190, I was asked to take the VIA values survey in order to classify our top 5 values.
Personally, my top 5 values were forgiveness, humor, kindness, fairness and honesty. The VIA strengths that
spoke the most to me when making a personal values statement were forgiveness and kindness because they
really influence my everyday life. Growing up, my father always said that nice people get treated nicely and through
that I have created a personal value statement surrounding kindness and forgiveness. I truly live everyday around
this by forgiving and really doing everything in my power to not hold a grudge against anyone because people
make mistakes and need to be forgiven. Following that, kindness is the most important thing to carry with you in
everyday life because without it, everyday would be a bad day for you, and everyone that surrounds you. With
these two values, I believe I created my own personal values statement that I live everyday by.
See Evidence #1
HDF 190 Alternative Spring Break In HDF 190, after taking the VIA values survey, I determined that two of my top strengths are
forgiveness and kindness. Forgiveness and kindness go hand in hand for me because everyday I
treat everyone fair and just and in order to do that I must treat them with kindness. This can be
demonstrated through my alternative spring break trip to Puerto Rico. In Puerto Rico, I worked with
the Puerto Rican community that is still struggling from the effects of Hurricane Maria that hit nearly
two years ago. While there, we interacted with many local people, and I treated everyone with the
most kindness I could. I wanted to be welcoming to them, as they were welcoming to us. It was
inspiring at how forgiving the people of Puerto Rico were. They had no ounce of hate in their bodies.
They were resilient and thankful to have us there. By being forgiving and kind to everyone I met in
Puerto Rico, I believe that myself, and the other 25 URI participants were able to create a ripple effect
for Puerto Rico’s recovery.
See Evidence #2
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11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues

12. Student will show evidence of goals and

objectives that were planned and
achieved

13. Student will show knowledge of the

“Hierarchy of Needs” theory by Maslow

14. Student will show application of Maslow’s

theory to own life

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)

18. Student will describe personal leadership HDF 190
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.)
Com 100 After taking the StrengthsQuest in HDF 190, I was able to determine that my top strengths include
WOO (winning others over), positivity, harmony, includer and adaptability. Being a WOO means that I
love to make new friends and can talk to anyone I see. Positivity is a strength that truly embody
everyday because I want to brighten every person’s day and in order to do that I must be optimistic.
Harmony and includer go hand in hand for me because when working in groups I want every member
to be heard and work together nicely to get the job done. Lastly, for adaptability means that I roll with
the punches and can change plans to accommodate everyone very easily. I use these strengths
everyday but especially in group projects. For example, I used my strengths for my Communication’s
class group speech. This speech was a 20 minute speech on a campaign, and my group chose to do
it on food waste on our campus. Once placed in groups, I started using my WOO strength immediately
by learning everyones name and strengths when it came to presenting. Next, my harmony and
includer strengths came into play. When picking a topic, some people in the group were not
cooperating and then I noticed that some people in my group were being talked over so I did my best
to help everyone be heard and get along. Following that, I used my positivity strength almost everyday
in class. When my group members would become down and upset about the intense workload we had
in order to complete the project, I would stay happy and upbeat to keep the group productive. Finally, I
used my adaptability strength on the day we presented because one of my group members didn’t
show up. Being an adaptable person, I was able to talk to my other group members and create a new
presentation order so it was like we weren’t missing another student.

See Evidence #3

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

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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)

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 “Servant
Leadership” theory of leadership by Greenleaf
HDF 190 In HDF 190, I learned about the Servant Leadership Model. The Servant Leadership theory can most simply be
described as putting others over yourself and prioritizing the growth of others by sharing the power. In Robert
Greenleaf’s essay he stated that, “a servant-leader focuses on the primary growth and well-being of people and the
communities that they belong”. Along with this, a servant leader carries 10 traits; Listening, Empathy, Healing,
Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the Growth of People and
Building Community. Listening is going further than hearing and involves actively engaging in the conversation with
the other person. Empathy is understanding what someone is going through and relating to them. For me, empathy
is the ability to walk a mile in someone else’s shoes in order to serve them better. Healing is the ability to repair
yourself and the people around you through broken spirits, emotional pain and more. Awareness is understanding
the severity of a situation or being alert and sharp when it comes to other people’s emotions and body language.
Persuasion is making decisions for the good of the group and yourself by convincing others instead of forcing them
to comply. Conceptualization is a servants leader ability to think beyond the current situation or problem and
understand the past and fix problems for the future. Foresight is similar to conceptualization in the fact that it is the
ability to learn from the past and predict future outcomes. Stewardship is more simple in the fact that it is a servant
leader holding the trust of their peers for the greater good of society. Commitment to the Growth of People is a
servant leader working to see growth in every individual in their community. Lastly, Building Community is self
explanatory in what a servant leaders role is, to build community. In order for a servant leader to be successful,
they must encompass all of these characteristics.

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

See Evidence #4

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28. Student will describe personal application of
the above theory (Greenleaf)
HDF 190 Alternative Spring Break This past spring I had the opportunity to travel to Puerto Rico with the URI Service Core and apply, first hand, the
Servant Leadership Theory. Through this experience I was able to notice the ten traits, Listening, Empathy,
Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the Growth of People
and Building Community. On this trip we served the community of Puerto Rico that was devastated by the
hurricane that hit nearly two years ago. Through this experience I was able to listen to the people we were serving.
I listened to their stories, their perspectives and from this I was able to engage and learn more about the Puerto
Rican community and struggles that goes unnoticed. Next, I showed empathy at every service site that we
attended. I did my best to relate and walk a mile in all of the Puerto Rican citizen's shoes in order to empathize to
the best of my ability. Healing came for both me and the Puerto Rican community as I did my best to heal their
spirits and emotional pain that still lingers from the hurricane. Awareness was easy because if the physical
damage that was still present. In addition, it was easy to be aware to the pain that suffering that the hurricane
brought with it 2 years ago Persuasion was not something that was in my hands as much as the leaders of the trip
because they made decisions for the good of the group. However, I was able to use persuasion on the small scale
of just myself and make decisions for the good of the people surrounding me and help convince them to comply
with what I was doing. Conceptualization is the ability to think beyond the current situation and we were doing this
on the trip by thinking about the lasting impact instead of the current impact. We thought about how we could after
the trip to continue to help the community. I approached foresight in the same way I approached
conceptualization. Next, for stewardship, I truly believe that I was able to gain the trust of my fellow students who
were on the trip with me and the people we served in order to collaborate for the greater good of Puerto Rico.
Commitment to the growth of people and building community were the same in the way that in order to build the
community of Puerto Rico and of the students on the trip itself, it was necessary to see the growth of everyone in
the group. Being on this trip was the first time that I have felt as though I was was able to apply all of the traits of a
servant leader.

Greenleaf, Robert K.; Servant Leadership: A Journey into the Nature of Legitimate Power & Greatness. Paulist
Press, Mawah, NJ. 1977, 1991, 2002.

See Evidence #2

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

36. Student will describe personal application of

the above theory (Argyris)

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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)
HDF 190 In HDF 190, I learned that the 4-V Model of ethical leadership outlines the connections between a
person’s internal feelings, values and beliefs to the external actions a person can take to advance the
common good for the community surrounding them. Dr. Bill Grace, the founder of the 4-V Model of
Ethical Leadership, included 4 categories to check that every leader is keeping up with the common
good of the community which are, values, vision ,voice and virtue. By values, Dr. Grace was saying
that being an ethical leader starts by understanding your own core values and implementing them in
every situation you encounter in life. By vision, Dr. Grace meant, a true ethical leader can picture the
impact of their actions and can plan out how they are going to serve ethically in their community. Next,
Dr. Grace included voice which is an ethical leader’s ability to take their vision and put it into words so
that they can motivate their community for the good. Finally, Dr. Grace included virtue. In a way, virtue
encompasses the three other Vs because having virtue is striving to do good and what is right by
keeping in mind your values, vision and voice while working for the the common good. Dr. Grace also
identified elements that are crucial when it comes to be an ethical leader. Those elements include
Service, which connects to vision and values. Polis, which is a greek word for city and connects vision
and voice. Finally, Renewal which connects voice and values.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from http://
www.ethicalleadership.org/philosophies/ethical-leadership
See Evidence #5
HDF 190 D.R.I.V.E Multicultural Overnight After learning about the “4 V’s” theory of leadership in HDF 190, I was able to apply it during the
Program D.R.I.V.E Multicultural Overnight Program. For the Multicultural Overnight Program I hosted two
students over the course of two weekends. My own core values include honesty and kindness which
were easy to implement in order to make sure the students had the best experience at URI as possible.
Next, for vision, I knew that hosting a student overnight was going to have a huge impact on the rest of
their life because it was going to impact where they went to college. So, my vision was for them to have
a great experience in order to determine if URI was the right school for them. Following that, voice was
very important because I needed to use my words and experiences at URI to educate them on college
life and what URI had to offer. Lastly, virtue was everything combined. I needed to keep my values,
voice and vision in mind when pushing these students to their common good whether that was URI or
another school.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from http://
www.ethicalleadership.org/philosophies/ethical-leadership
See Evidence #6
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41. Student will show knowledge of the “Relational HDF 190 In HDF 190, I learned about the Relational Leadership Model. According to Susan R.
Leadership” model by Komives, McMahon & Komives, relational leadership is defined as, "a relational and ethical process of people together
Lucas attempting to accomplish positive change". This embodies and represents the main idea behind the
Relational Leadership Model. The Relational Leadership Model entails 3 basic principles which are,
knowing (understanding), being (beliefs/morals) and doing (skills). Under that, there are five main
components that make up relational leadership. Those include, inclusive, empowering, purposeful,
ethical, and process-oriented. Being an inclusive relational leader means is simply making your peers
feel welcome and embracing their ideas and perspectives. Being an empowering relational leader means
giving people the support they need to make change and feel like they can do what they want. Being a
purposeful relational leader means being committed to a goal of creating positive change. Being an
ethical relational leader is being a leader driven by your morals and values. Lastly, being a process-
oriented relational leader, means being observant to the way the group functions and keeping energy,
synergy and momentum in the groups process. Saying this, after learning about the model in HDF 190,
I have noticed there are times in my life that I have noticed my leaders have completely embodied this
model and completely disregarded almost every aspect of the model.

Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-7

See Evidence #7

42. Student will describe personal application of
the above theory (Komives et al)
HDF 190 After learning about the relational leadership in HDF 190, I realized that there are great
aspects of relational leadership that I see everyday. I am a part of the Rotaract organization
on campus where I truly see every component of relational leadership being followed. For
example, the E-Board of the organization is very inclusive in the way that they walk around
at the beginning of the meetings and talk to everyone present. In addition, they hold retreats
at the beginning of each semester which are immensely helpful for new members, like
myself, to meet new people. Next, the E-Board is always empowering to the members, each
other, and those we serve. The E-Board always asks if there are any new ideas and seriously
takes into consideration everything that members suggest. They constantly are encouraging
and supporting people who are working to take part in the service-as-a-lifestyle mentality.
The organization is very purposeful in their collaboration for positive change. By this, I
mean every person in the organization has the same commitment to the same goal, service
above self. After that, this organization is very ethical. At the retreat in the beginning of the
semester, we all went around and shared aspects we could bring to the organization and
what we hoped to get out of the organization. Similar to a full-value contract, we were able
to hear about people's morals and values which helped us as an organization. Lastly, this
organization is very process-oriented in the fact that the president and E-board are always
positive and energetic at the meetings which gives off great vibes that bring out synergy and
momentum in the members and motivates us to achieve our goal of service above self.
Overall, this organization truly embodies all of the components of relational leadership
which is why I believe that the organization is able to accomplish so many great things
throughout the year.

Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-7

See Evidence #8

43. Student will show knowledge of the concept of

constructivism

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44. Students will describe personal examples of
implementing constructivism
45. Student will demonstrate knowledge of the
Experiential Learning Model (Kolb)
46. Student will describe personal application of
the Experiential Learning Model (Kolb)
47. Student will show knowledge of the “Social
Change Model of Leadership Development” by
Astin et al
HDF 190 In HDF 190, I learned about the Social Change Model by the Higher Education Research Institute at
UCLA. In this model, there are 3 main aspects that include, Group Values, Society/Community Values,
and Individual Values. Under each of those, are values that are called the “Seven C’s of Change.”
Under Group Values is collaboration, common purpose and controversy with civility. Collaboration is
working together by highlighting talents of the group members. The common purpose is the group’s
drive to work together towards that positive social change. Controversy with civility is basically the
idea that there will be struggle within a group but this aspect of the Social Change Model is working
through those disagreements. Next, under Society / Community values, there is citizenship. Citizenship
is the value that lets people know that they are part of a large group all working together for social
change. After that are Individual Values. Individual Values include consciousness of self, congruence
and commitment. Consciousness of self is mindfulness and knowing yourself and values. Congruence is
following through with their plan. Lastly, commitment is ensuring that you are devoted to this social
change project and everything that needs to be done. By following this model and embodying all of
these values, it is possible to create a positive social change.
Higher Education Research Institute. (1996). A social change model of leadership development (Version
III). Los Angeles: University of California Los Angeles Higher Education Research Institute
Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development
[PowerPoint slides]. Retrieved from https://sakai.uri.edu/access/content/group/
b71e179b-1b8d-463f-91b5-7374a18bbf5f/Unit%203%3A%20Social%20Change%20Model/
Overview%20of%20SCM.pdf
See Evidence #9
Leadership Inventory Revised 08/22/2017 !14
48. Student will describe personal application of
the above theory (Astin et al)
HDF 190 In my HDF 190 class I learned about the Social Change Model. After this, we did a project that aligned
with the Social Change Model. Our group decided to do work with the public health club to advocate
and pay it forward for sexual assault victims on our campus. We were able to relate the Social Change
Model because as a group we held the values of collaboration, common purpose and controversy with
civility. For collaboration, we all found time for that we could volunteer at the booth outside of the
union together. We also all had the common purpose of spreading awareness and paying-it-forward for
the victims who have suffered from sexual assault on our campus. For controversy with civility, we
were able to push through the problems with scheduling and picking a social change project. Next,
individually, I was able to apply the model through consciousness of self, congruence and commitment.
With consciousness of self, I was able to know myself and values and stay true to them throughout the
project. With congruence, I was able to participate in the advocacy by talking to my own friends and
family outside of the booth and encouraging people to come to the booth to learn more and donate.
Commitment was easy because I was passionate about this project and was able to make time in my
schedule to visit the booth. Lastly, with the Society / Community value of citizenship, we were able to
call the class and campus to see that they were part of something bigger than themselves and they could
make a positive social change with us.

Higher Education Research Institute. (1996). A social change model of leadership development (Version
III). Los Angeles: University of California Los Angeles Higher Education Research Institute.

Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership development

[PowerPoint slides]. Retrieved from https://sakai.uri.edu/access/content/group/
b71e179b-1b8d-463f-91b5-7374a18bbf5f/Unit%203%3A%20Social%20Change%20Model/
Overview%20of%20SCM.pdf

See Evidence #10

49. Students will demonstrate knowledge of the

“Leadership 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
Leadership Inventory Revised 08/22/2017 !15
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 (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 !16

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

79. Student will demonstrate knowledge of

models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

Leadership Inventory Revised 08/22/2017 !17

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.)

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

Leadership Inventory Revised 08/22/2017 !18

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

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

Leadership Inventory Revised 08/22/2017 !19

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; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

Leadership Inventory Revised 08/22/2017 !20

109. Student will demonstrate knowledge of
active listening techniques
Student will describe examples of using
110.
active listening skills
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
HDF 190 During the beginning of the semester, in HDF 190 we went on a retreat and learned about the active
listening techniques. The techniques include, encouraging, restating basic ideas, reflecting feelings,
clarifying and summarizing. When being encouraging while actively listening, one should show
interest and maintain the conversation by using phrases such as, “I see” or “I understand”. Next,
comes restating basic ideas. By restating basic ideas of the conversation, it shoes an understanding
and correct interpretation of the speakers message. Following that comes reflection feelings.
Reflecting feelings is helping the speaker evaluate their own feelings by saying phrases such as “you
were pretty annoyed by this because…”. Clarifying, the next aspect of active listening, is simply just
asking questions to get additional facts and help the speaker see all the sides of the problem. This
can be done by saying phrases such as, “Can you clarify that?”. Finally, the last aspect of active
listening is summarizing. This is the stage where major ideas of the conversation are repeated in order
to draw together ideas and facts from the conversation. All of these are necessary techniques to have
when actively listening to a conversation.
From Penn State University’s Center for Conflict Management Mediation Handbook Training, 1990
See Evidence #11
HDF 190 HDF 190 Retreat During HDF 190, there are many times when we need to actively listen to our classmates and mentors. Many of
these times we are in large groups and need to be actively listening in order to not miss any important information.
For example at the beginning the year retreat for HDF 190, we were placed into our small groups and we did an
activity where we had to actively listen to everyone in the group. In this activity we were talking about serious
issues that may be uncomfortable for many people such as Sexual Orientation, Race and Ethnicity and
Socioeconomic Status. We talked about issues that the group members had faced in their lives. In order to respect
and learn more about each-other as a group, we had to actively listen. When someone was speaking, we want to
encourage, restate their basic ideas, reflect their feelings, clarify and summarize their ideas in order to ensure that
we understood their message correctly and were actively listening in the best way possible.
From Penn State University’s Center for Conflict Management Mediation Handbook Training, 1990
See Evidence #12
Leadership Inventory Revised 08/22/2017 !21
114. Student will describe examples of giving COM 100 Lacrosse Giving and accepting feedback is something that I am very familiar with in my life. I grew up playing
and accepting feedback. lacrosse, I played for many different clubs and teams throughout my childhood with many different
coaches that had many different coaching styles. It is because of this that I am good at accepting
feedback. I learned to listen to my coaches and my teammates about aspects of my game that I
needed to fix. If I didn’t listen to their feedback I never would have become the skilled player I was.
When accepting feedback I also kept in mind that they could see things that I couldn’t while I was
playing, they could help me see me make mistakes that I didn’t even know I was making and helped
me fix them in order to improve my skills as much as possible. However, when it came to giving
feedback I was not as good. I was the type of teammate or student to give only positive feedback and
rarely gave my teammates feedback that critiqued the way they played. However in my COM 100
class, my professor taught us how to give positive feedback that critiqued my classmates after their in-
class speeches. After every speech we had to complete a peer review sheet where we would leave
comments for each other about aspects of the speech we liked and disliked. We also had to critique
and review ourselves. By gaining and giving feedback to myself and my peers, I was able to see what
I could improve on which made me a better public speaker in the end. It was during these speeches
that I experienced a balance flow of positive and negative feedback in the classroom that helped
every student improve their public speaking.

See Evidence #13

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 psychology and its use in
group facilitation

124. Student will demonstrate proficiency of

framing based on psychology and its use
in group facilitation

Leadership Inventory Revised 08/22/2017 !22

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 the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
HDF 190 In HDF 190, I learned about Tuckman’s stages of group development. According to Tuckman, there
are 5 stages of group development which include, Forming, Storming, Norming, Performing and
Adjourning. In the first stage, forming, the group has just come together. In this stage, there is no trust,
no accepted mission and no group history. This stage usually lacks committed group members. In the
next stage, storming, the mission, rules, roles, and responsibilities are created. This is the stage
where group members try new ideas but at the same time, there is often butting heads and
organizational issues. The third stage, norming, is when the group is working well together and is
doing a good job building appreciation and trust. This stage includes commitment from all of the group
members, motivation, creativity with high team confidence. Next, the fourth stage, performing, is when
the groups motivation is the highest, and the team is working as one cohesive unit. This is the stage
where there is high trust, high empathy and overall the most progress towards the group’s common
mission. The final stage, adjourning, is the recognition and finalizing of a group. By this, I mean, in this
final stage, group members recognize each other for their contributions, they may create a list of
things they could have done better. This is also the celebration stage. Although these steps are
numbered, the movement between them is very fluid. Just because a group leaves the storming
stage, doesn’t mean they can’t fall back there after the performing stage. All group’s go through these
stages at one point or another whether in order or a fluid movement.

https://sakai.uri.edu/access/content/group/b71e179b-1b8d-463f-91b5-7374a18bbf5f/
Unit%203%3A%20Social%20Change%20Model/Tuckman%20Visual.jpg

See Evidence #14

Leadership Inventory Revised 08/22/2017 !23

 Student will describe personal examples of
133.
group development in use (Tuckman/
Tuckman & Jensen, Bennis or others).
HDF 190 In HDF 190, we were taught the stages of group development and were able to see the stages come into play in
our groups. Towards to beginning of the year, we were placed into groups and we have gone through almost all of
the stages of group development. For example, when we were first placed into our groups, we went through the
forming stage. We were not clear on the purpose of these groups, we did not trust each other because we had just
met each-other and we had no history as a group at all. Next we went into the storming stage, in this stage, there is
usually butting heads, however this group never really butt heads. I believe we entered this stage when we were
assigned the group social change project. In this stage, we began to try new ideas, and people were still trying to
find their roles and responsibilities. In this stage we were actually comparing our agenda’s, learning more about
each other and determined both verbal and non verbal roles. The next stage is norming. I believe that we were in
that stage when we were actually completing our project. We were building trust between each-other and we were
motivated to complete the project. We were finding success within the group and with our project. Following that, is
the performing stage. That is the stage we were in while we were presenting our project and putting our final
touches on the paper. This is because of the efficiency and trust that we put in every person to do their part of the
project. Finally, the adjourning stage was when we finished the project and were able to recognize and
complement each other on a job well done.

https://sakai.uri.edu/access/content/group/b71e179b-1b8d-463f-91b5-7374a18bbf5f/
Unit%203%3A%20Social%20Change%20Model/Tuckman%20Visual.jpg

See Evidence #10

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

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

Leadership Inventory Revised 08/22/2017 !24

141. Student will demonstrate proficiency in
informative and persuasive public speaking
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
COM 100 HDF 190 In the past, public speaking has not been my strong suit which can be a major downfall in my future
career. In the future, I want to work and fix the opioid crisis and this may require speaking publicly
about the issue to inform the most amount of people about the growing crisis. I took COM 100 over J-
term and had to give both informative and persuasive speeches. The first speech I gave in COM was
about Blake Myscotti and his company TOMS, a shoe company that gives a pair of shoes to a kid in
need with every order. The second speech I gave was about a campaign to URI students about
reducing food waste on campus. In my Communications class, my teacher had us record ourselves
while we were presenting the speech and watch it back after we were finished to critique ourselves.
By doing this I was able to notice my mistakes and learn to talk slower, not use huge hand gestures
and move around the room more. I was able to become proficient in speaking publicly because I was
able to do it in my HDF 190 class when I had to give a presentation on servant leadership. Through
these speeches and my speech on servant leadership in HDF 190, I have become more than
proficient in public speaking.
See Evidence #15
WRT 106 In my research writing class (WRT 106) I had to complete a field research report as an assignment.
My paper was about depression's effects on the immune system, so I decided to get in contact with a
medical professional in Providence. In order to complete a successful interview there is a lot of
practice, background and preparation that goes before the actual interview. The first and arguably the
most important step is finding and getting in contact with the person you want to interview. After
getting in contact with the targeted interviewee it is necessary to create a list of engaging and
informative questions in order to maximize the time available in the interview. Create a list of
questions for the interviewee however, make sure that the questions leave room for interoperation and
conversation between the interviewer and interviewee. The most important question of an interview is
asked last and it is, “is there anything else you would like to add in order to help me in my research?”.
This allows the interviewee to add anything that they want to add or think you should've asked in order
to prepare you for future interviews.
See Evidence #16
WRT 106 This semester in my WRT 106 class, I am writing a research paper on depressions effects on the
immune system. This is a wide and broad topic because I am researching the disease’s direct impact
on the immune system including the impacts that antidepressants take on the immune system. This
research paper requires a field research report to be included in the research so I had to conduct an
interview with a medical professional. I chose to interview Dr. Miller, Chief of the Women’s Medicine
Collaborative in Providence about her experience with depression. Due to her vast and intense work
load, it was difficult to find time for a full in person interview, so we communicated professionally
mainly through email. Dr. Miller was extremely insightful with the topic and shared an abundance of
information surrounding the topic and the stigma surrounding the disease. Through Dr. Miller, I was
able to gain a tremendous amount of valuable information and Dr. Miller’s professional opinions which
were very helpful in completing my research paper.
See Evidence #16
Leadership Inventory Revised 08/22/2017 !25
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 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

Leadership Inventory Revised 08/22/2017 !26

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 !27