LEADERSHIP

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

Name: Mischa deRuijter

Date Enrolled: Class 2018
Date of Graduation:

*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

Leadership Inventory Revised 08/22/2017 2

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (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.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option)
BUS 341: Organizational Behavior COM 407: Political Communication
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication
BUS 443: Organizational Design & Change COM 422: Communication and Conflict
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media
BUS 449: Entrepreneurship COM 450: Organizational Communication
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations
COM 202: Public Speaking CSV 302: URI Community Service
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives
COM 221: Interpersonal Communication GWS 350: International Women’s Issues
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
COM 302: Advanced Public Speaking (introductory course option)
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option)
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
COM 361: Intercultural Communication (capstone option)
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting
COM 385: Communication and Social Influence 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
Leadership Inventory Revised 08/22/2017 4
Leadership Inventory Revised 08/22/2017 5
 BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination

Leadership Inventory Revised 08/22/2017 6

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

Leadership Inventory Revised 08/22/2017 7
 Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 190 In my HDF 190 class, my group and I decided to take charge and do a clean up for the North Woods
challenge course. Our project consisted of going around the course and cleaning up all the trash that
was visible both on and around the course. We cleaned the parking lot, the entrance, and the course
itself. This cleanup produced two bags worth of garbage. We were extremely happy with our clean up
and reported the results to our class later in a powerpoint presentation. This project demonstrates a
minimized need for approval because our group took the initiative to clean up the course by ourselves.
We coordinated drivers, and supplies to make an effective clean up. With no advisor or power figure
waiting to approve our mission and the specifics, we set about and finished the project. Through
deciding to make the change ourselves, following through with a plan we made ourselves, and through
my participation in this project. I believe that I demonstrated a minimized need for approval.
Second semester of college Throughout the first semester of college, being organized and self disciplined were not on my priority
list. The college workload was much easier than I expected allowing for ample free time first semester.
Second semester I changed things by understanding that in order to maintain my grades, I would have
to put in more effort. Understanding the proper way to organize myself was the initial step. I helped
organize myself through creating a planner. This allowed me to put all of my work together into one
spot, which would allow me to understand when things were due and when I had time to complete
them. An example of how the planner helped me would be how after a few weeks passed in the
beginning of the semester, I had exams in multiple classes scheduled for the coming weeks. To ensure
that I would stay focused and on tasked, I planned my days out with the basic outlines of when my
classes, clubs, sports, and gym times were. They equate all the extra time as either studying, free time,
or friends time. When my Calculus II exam came up as scheduled for wednesday, I made sure that I
had created a planner with all the things I needed to do in order to get a good grade. I created a study
guide with all of the information I needed to study, organized all of my quizzes and figured out my weak
points, and then set aside two hours per day for a week ahead of time to study. This helped me get a
great grade on the exam and help me understand how I should prepare for future exams, projects, and
other big points assignments. Through my planner I was able to organize myself and this self discipline
is what has gotten me through my second semester in college.
The Anna Fascitelli Center There are many ways that one can manage stress in today’s modern world. I used to practice
meditation in high school through my yoga class, and once summer came I practiced my breathing
routine a couple times a week. It helped to lower my stress and keep me focused on the tasks that I
had ahead of me. In some cases I could forget about the load being placed on my shoulders by work
or school and focus solely on my own mental health. Once I hit college, I lacked the same capability to
meditate. Instead I reduce stress through going to the gym. Working out may not seem like the best
way to reduce stress, but it actually helps a lot for me. When people workout their brain produces
chemicals which help with sleeping, which in turn reduces stress. While this is one reason that working
out helps me to reduce stress, it is not the only one. The biggest stress reducer factor about working
out is it gives me 1-2 hours to myself where it is just me and my thoughts. I use the time to plan out my
day and figure out what I need to do for the coming week. It allows me to mull over anything that was
on my mind or just relax and listening to music. Through working out, I manage my stress
HDF 190 In my HDF class we defined many steps to becoming a leader. The first step I had to make was being
able to know how I was before I could lead others. This required me to do some indepth reflections on
myself and create a personal code of ethics. I personally believe that leadership can be viewed as one
who takes charge and decides to make a change. There are many different characteristics of a leader.
I believe that the foundations of what makes a strong leader is the values with which that person
stands. Their own code of ethics is extremely important. I personally believe that in order to become a
Leadership Inventory Revised 08/22/2017 8

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.)
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)
complete, trustworthy and effective leader I must abide by the following code of ethics. Being honest
and upholding the truth is a strong characteristic that I think all leaders should possess. There are
many other values that I live by, to name a few: integrity, knowledge, kindness,empathy, and good
communication skills. There are many more but I believe these skills are extremely important in being a
strong leader.
Public Health Club Ethics are the values which develop over time which define a person. I personally believe that to be
ethical, you have to have the ability to express kindness and empathy. Being ethical to me means not
only expressing these few emotions, but also being able to act on them when needed. In my personal
code of ethics I believe that all people should be treated equally and when someone can not stand up
for themselves then others must stand up for them. In this health club we decided to make a change
and do a project that would promote the awareness of sexual assault and raid money for students
seeking counseling. This project was very successful as we raised a lot of money which we plan on
using to pay it forward to students who need to pay $5 to receive counseling as victims of sexual
assault. This followed my personal code of ethics as I personally believe that students who require
such services should not be asked to pay for them. Along with this the topic of sexual assault should
be something everyone is aware of. Through raising money and awareness I expressed my personal
code of ethics in a productive manner.
HDF 190 In HDF 190, I took the personal values statement. The test comprised of a series of questions where I
would have to choose my stance. At the end of the questions I was given my top VIA character values
in order from 1-21. My number one value was curiosity. Curiosity is a natural value that I have
exhibited all my life. I am always ready to learn new information about people, places, events and
anything in general. My second value is forgiveness which is the ability to understand others
shortcomings and offenses and continue giving the same amount of support and help to those through
forgiveness. My third value is fairness. I think it is extremely important for me to give equally to all and
to treat others equally. Without equality many things can go wrong in leadership. Kindness is my fourth
value. Taking care of others is a fun and enjoyable experience that I do with enthusiasm. Being kind
and respectful to others is extremely important in my daily life. My last value out of my top five was
judgement. Understanding a problem or solution from all angles and weighing the evidence equally
helps me to come to the proper and best conclusion. These are my top five VIA character values which
make up who I am and what I believe.
WRT 106 In my WRT 106 class last semester, Introduction to Research Writing. I was able to express my
personal values through helping classmates and exploring a topic of interest to me. My top character
strength and by far my most important is curiosity. This means that I am always looking for new
information on topics in hopes of expanding what I know. This exploring and discovering was a large
part in writing my final research paper. The chosen topic for my research paper was the Pros and Cons
of nuclear energy as an alternative energy source in the United States. To write the paper I needed to
conduct many hours of serious research in online databases. The knowledge I collected was extremely
vast and interesting. My curiosity allowed me to spend hours on end going through countless pages of
research to determine a conclusion. I even conducted an interview with an engineering professor in
hopes of gaining new knowledge from a professional point of view. Since I had to weigh the pros and
cons of my research, I had to use my judgement value to not answered in a biased manner. Fully
understanding nuclear energy allowed me to say that the energy source will not expand in the USA
because of the many negatives which overall outweighed the current positives. This goes against my
personal beliefs, but using my judgement I was able to come to an unbiased conclusion.This also
relates to my fairness value as I made sure to be fair in understanding the results I found. Lastly I used
my kindness value through helping other students with their research papers by giving feedback on
others papers. The research paper I submitted in my WRT 106 class allowed me to express my
personal values in a new and unique manner through the work I put into the paper.
EGR 105 In my EGR 105 we were asked as a group to create or improve an existing technology. I took charge in
my group and helped us determine what specifically we wanted to create. Weighing all of the ideas my
group members brought up equally I decided that we take a vote on which project we thought would be
Leadership Inventory Revised 08/22/2017 9
 the most manageable and fun to do. Eventually we decided upon creating an alternating engine for an
electric powered scooter that would have a rechargeable battery. I helped our group mates decide
what the major roles each person would need to be was: a person to figure out cost, a person to figure
out the math, someone to explain how the parts worked, and lastly someone to actually show how the
parts worked with each other. We worked on the project for the better half of a month. Eventually my
team and I presented the project to my engineering class in the form of a powerpoint presentation
describing the device which we had created. I was appointed the role of doing the major talking due to
my greater ability with public speaking. The project was a success and overall we enjoyed working
together to create this project. It helped to grow my leadership skills because I had to coordinate how
we were going to tackle the task given to us by the professor between a bunch of strangers.
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
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)
.
Leadership Inventory Revised 08/22/2017 10
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 HDF 190 In class on Thursday February 21st, Robert Vincent gave a presentation on what Servant Leadership is
“Servant Leadership” theory of leadership and who the important figures are in the creation of the ideology. Servant Leadership is the idea that
. by Greenleaf people are servants first. This can be seen as a person willing to carry out a task for free that will
benefit another person. Servants carry out services that are helpful to others and benefit society as a
whole. Leaders are people who guide others and inspire people behind a common goal. They are only
entrusted with the power granted by those who they serve making them a servant leader. I learned that
being a servant leader helps grow both the community and the individual. I practiced servant
leadership through my characteristic trait of inclusivity and kindness which I use everyday in group
work and interactions with my fellow students. Ensuring that everyone’s voice is heard equally is very
important. It is a rather small roll, but I fulfill the need to serve by doing my best to make sure all
opinions are heard. I will teach my leadership class about servant leadership on 2/28/19 where I will
deliver a short speech that will demonstrate my knowledge of this subject.There are ten aspects of this
model which it is believed are critical for a leader to possess. They are listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth of people,
and lastly community building. Through being proficient in all these categories someone can embody
being a servant leader.

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28 Student will describe personal application
of the above theory (Greenleaf)
.
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)
.

Leadership Inventory Revised 08/22/2017 11

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)
.
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)
. us to write our own values, visions, voice and virtue. Underneath Values, I wrote my top five VIA
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
HDF 190 As an assigned reading for our FLITE class we were asked to read a document describing the four V’s.
The four V’s model was created by Dr. Bill Grace to link beliefs and behaviors together. There are four
main components to the theory; values, voice, vision and virtue. Values are our core beliefs that guide
our own actions. Vision is being able to create an image of what impact you want your actions to have
on a community or person. Voice is the way in which you articulate your ideas to others so that they
are convinced of your stance. Lastly, Virtue is standing for the common good and understanding that
practicing good will in turn make you better at being good. The model as a whole is supposed to use
indivdual’s core beliefs to propel them into action and take up charge as a leader.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
HDF 190 As an assignment for our FLITE class we were asked to fill out a four V’s sheet. The four V’s shirt was
based directly of the presentation on Grace’s 4 Vs Model. The activity was a sheet of paper that asked
character values: kindness, fairness, forgiveness, curiosity, judgement. Underneath Vision I wrote to
advance technology and better humanity’s conscious. This is the vision I hope to apply in my job as an
engineer in the future. For voice I said that all people should be heard equally and speak truthfully
because I believe people should be honest and treated equally. For the last V in the activity I wrote
wisdom under virtue because I believe it is extremely important in my life.
HDF 190 In our HDF 190 class, we were taught about a new leadership aspect: relational leadership. Relational
Leadership is when people come together for the common good to help tackle a shared goal. This
philosophy is founded on five primary leadership components. Inclusivity is the first one. It is the need
to understand that individuals are different and this can be used as a strength that when brought into
the group can contribute towards the main goal. Believing that everyone should be included in any
activity through active means and making an effort to ensure that all people of a diverse viewpoint are
included and listened to. One other component is empowering. The ability to bring out the best in
others and to believe in improving another’s strengths. It helps to bring out the best in people through
positive reinforcement and boosting others self esteem. Being purposeful is a big part of relational
leadership. It works to help you create a common or shared goal with another or to focus hard and
accomplish a task. Through maintaining a positive and creative mindset accomplishing tasks can be
purposeful and simple. Another important characteristic is being ethical. Believing in one’s own set of
values is what makes someone a good leader. Standing by them and making sure that they are
Leadership Inventory Revised 08/22/2017 12

42 Student will describe personal application
of the above theory (Komives et al)
.
43 Student will show knowledge of the
concept of constructivism
. of the new information that has been granted. This way of learning shows how past behaviors can
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
followed are a large part of relationships. A person who is trustworthy, reliable and impeccable with
their words can use their strong ethics to make others act in a more responsible and proper manner.
Confronting others to stand up for what you believe in is extremely important. The last component is
process-oriented. Through maintaining a peaceful community like environment the group can work
best. The belief that the journey grants experience which is more useful than the end goal is huge.
Trusting the process is an important part of this component. Relational leadership is the theory defined
by these five components. The model as a whole is about creating relationships with others to allow
the group to better accomplish their goals. It is one of the most important forms of leadership as
without relations many leaders would not be able to effectively lead. Through the knowing, being, and
doing listed under most of the five primary components, relational leadership can take hold.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-72).
HDF 190 learned in HDF 190, constructivism is the theory based on how people learn. It focuses on how the
individual will learn through gaining new knowledge and reflecting upon past knowledge in the context
affect future ones and how certain values and traits become more dominant than others as new
information arrives. Constructivism focuses on becoming expert learners and become great at
reflection on one's’ thoughts. The learning style is taught in a very different manner than that of
traditional classrooms. The learning style is much more interactive and fluid than the rigid and
repetitive learning style of most traditional classes. Testing to see if a student is learning properly is
administered through checking the students’ observations, works and points of views along with tests.
This testing style varies greatly from that of the classroom where correct answers are much more
important and opinion along with unique perspectives are less valued. Overall constructivism is a new
way to learn which is more interactive and beneficial in my opinion.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
HDF 190 In HDF 190 one day, a speaker came in to talk about what Social Change meant. Social change is
caused by a collaboration between all members of the group. It addresses the root causes of the
problem and seeks to fix it. Social change contains into three important groups and seven C’s.
Values must align in order for change to occur, the individual, group and community values
need are a big part of that. There are also seven C’s which are: consciousness, of self
congruence, commitment, collaboration, common purpose, controversy with civility,
citizenship. Each part adds up to describe the whole. Starting with consciousness, which
means being aware of one’s personal belief, and being mindful. Self congruence is an
important part of individual values. Talking about making change and actually acting to make
it is a huge part of ensuring a plan worked. Commitment to following through on a plan and
giving a passion towards the goal is another component of the model. Every group has to
Leadership Inventory Revised 08/22/2017 13
 come together and collaborate to create a strong enough environment to finish their tasks,
this is why collaboration is another key piece of social change. A common purpose is often
seen in all groups trying to accomplish goals and this is why it appears as one of the C’s in
the model. The understanding that disputes are part of a group working together and
allowing for thoughtful conversations to come out of these disputes is important. The last C
is citizenship, because people have to feel a sense of belonging to the group. These
components all form together the model of social change. When using all of the proper steps
to execute social change it is always important to make an actual change in the community.

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

[PowerPoint slides]. Retrieved from (sakai link)
48 Student will describe personal application HDF 190 For my HDF 190 class, in our small groups we had to create a social change project that was reviewed
of the above theory (Astin et al) by the leadership minor peers. Our group chose a clean up that would benefit the training course
. nearby. The Northwoods challenge course is used to create strength between groups that come to it.
Through various activities individuals and groups can come together, collaborate and through the many
obstacles they can accomplish the desired growth. The training involves multiple different challenges of
ranging physical and mental ability. Our group decided to enact social change through a clean up of
the grounds. We removed all the trash we could find in hope that facilitation would be easier and occur
in a cleaner environment. This effort required use of most of the seven C’s. Through collaboration our
group was able to work together. With a common purpose that we were committed to, we could carry
out our task efficiently. Our group did this social change project to help the facility accomplish a much
greater goal of group development.
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 14

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 15

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.)
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;

Leadership Inventory Revised 08/22/2017 16

 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
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
Leadership Inventory Revised 08/22/2017 17
 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
.
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;

Leadership Inventory Revised 08/22/2017 18

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

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of
active listening techniques
.
110 Student will describe examples of using
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
.
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
.

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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
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 HDF 190 In our Flite class we learned of the Tuckman model as part of the social change mode discussion in
of group development (Tuckman/Tuckman class. The tuckman model are the steps a group could to develop and grow together. It is composed
. & Jensen, Bennis or others) of the following five different steps: forming, storming, norming, performing, and adjourning. While a
group may not follow the steps in an exact order, majority of them will occur if the group is to be
successful. The first stage, forming, is the physical forming of the group. there is no concrete idea yet
and the group members are not completely comfortable with each other. In this stage the group has
not yet unified and come to all hold the same mission. The second stage, storming, is the stage where
group conflict occurs. Roles are given and responsibilities are laid upon people.This is where the group
modifies the goal, people receive power, and people’s personal agendas are displayed. While conflict
does occur, it is more like constructive criticism in the sense that the conflict create solutions. Norming
is when the group has defined their purpose well and are comfortable with each other. Some success
has occurred and their is more team than individual goals. In the next stage, performing, the group has
already attained success and the group works together in a highly efficient manner. With lots of
communication and motivation team members use their objective outlook to get things done. The last
stage is when the group begins to come apart hence the name adjourning. This is after the task has
been completed and the team goes through a self reflection on things they could have done better
along with recognition for individuals whose efforts stood out. Through the five stages as seen in the
Tuckman model, a group can efficiently grow and develop.
Leadership Inventory Revised 08/22/2017 20
 Unknown. (2017, November 07). W1_Thuraiya_Leadership Styles analysis Using Tuckman model.
Retrieved April 29, 2019, from http://pmpopwp.blogspot.com/2017/11/w1thuraiyaleadership-styles-
analysis.html
133 Student will describe personal examples of HDF 190 In the beginning of our HDF 190 class, we were put into small groups of about 6-8 people. In my group
group development in use I had many members who brought their own unique perspective and agendas to the table. Throughout
. (Tuckman/Tuckman & Jensen, Bennis or the year we went through the stages of the Tuckman model in order to grow and develop as a group.
others). The first stage of the Tuckman model is forming. This is the equivalent of when our groups began to
come together and no one truly knew each other. The storming phase for our group came through
many group discussions. Sharing our feelings and thoughts on the class and activities allowed
everyone to better understand each other. Norming occured throughout majority of the semester as our
group saw success in doing the activities and assignments laid onto us by our Flite leaders. An
example would be when we were asked to recreate a bunch of cards with a specific pattern as a group.
We worked together and began trusting each other more as the activity continued. Each individual was
motivated to succeed in the group goal. The next stage was performing where our group performed a
clean up of the North Woods Challenge course right off campus. The coordination for rides, and
availability went smoothly. Each person made sure to do their own part in cleaning up and removing
trash around the course. Being efficient we managed to clean up the course, the parking lot, and the
entrance in minimal time. The last stage in the Tuckman model is adjourning which happened on
Thursday April 25th when we were recognized with awards and our class effectively adjourned. We
met as a group and left each other with our thoughts on every individual. While leaving the group was
sad, it was a time to celebrate and it was a lot of fun. Through our peer leader groups in HDF 190, I
went through the stages of the Tuckman model with my group.
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
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.

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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
. interviews where the fraternity would figure out if they truly could see you as a brother, a part of the
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
WRT 106 In order to properly conduct an interview for my writing 106 class, our professor taught us how one
should conduct an interview. Through fulfilling certain steps one can acquire loads of information that
they can use in a research paper. He taught us that the first step is to formally reach out and see if the
interviewee was available. The second step was to create a list of open ended and specific questions
to ask the interviewee. While interviewing an individual it is important to be focused on what the person
is saying over what you are going to ask next. While listening, asking follow up questions and
continuing the conversation in more important than reading off every question. Recording the interview
allows you to look back on it and remember specific facts that you did not write down. This process
allows one to effectively and respectfully receive information from a field report. Creating a post
interview report full of all the information and documenting times dates and other relevant details
creates a nice closing for the interview project. This is how my teacher taught me to conduct an
interview.
WRT 106 Introduction to research writing is a class I took fall semester 2018. In the class we were asked to get a
field source for an interview to be able to quote specific facts and information. My research paper was
about if nuclear energy as a sustainable energy source had pros that outweighed the cons or vice Commented [1]: Print 19, 12,11
versa. Properly conducting the interview I formally reached out to the professor of mechanical
engineering at URI and asked if we could schedule an interview on my given subject. I prepared a list
of questions which were shared with Dr. Schneider in order to make sure he knew what specifics
questions I needed answered. I showed up formally before the interview and began to record the
ensuing conversation. The interview continued like a conversation where I recorded the conversation
and asked follow up questions when necessary. Through taking notes and listening intently I was able
to learn a lot on my subject and create a strong research paper. This experience helped me grow as an
individual because interviewing is a real world skill.
Greek Life I rushed multiple frats during the spring of 2019. For each fraternity we had to go to the various events
and spend quality time with the brothers and other rushes. The process was all a lead up to formal
fraternity. The interview required dressing up in formal attire and being prepared to answer a multitude
of questions. I arrived early by 20 minutes to ensure I did not miss my allotted time slot. The interview
itself was done with a few other person’s in the room and was a long and exhausting experience. The
experience was a fun and interesting one. It allowed me to better understand how someone could
judge a person based off a list of questions and that presentation matters a lot. The experience has
allowed me to feel more confident for any future interviews.
Leadership Inventory Revised 08/22/2017 22
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
.
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 23