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LEADERSHIP

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

Name:
Date Enrolled:
Date of Graduation:

*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

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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.
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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
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) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
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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
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

 Leadership theory and


practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking religious, class, ability, etc. diversity and
 Teaching and Programming commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination

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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.

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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
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 Greek 101 Being part of a Fraternity I express membership ethics everyday by being a part of a fraternity. Being part of a fraternity means
leadership / membership ethics that everywhere I go I am representing the fraternity so I must always be conscious of my actions and
understand how they reflect on my fraternity. When I was initiated into my fraternity I took a vow to
uphold our credo of Intellectual awareness, Social Responsibility, Integrity, Brotherly Love and these
are the values that I portray everyday through my actions. As a member of Zeta Beta Tau I’m required
to up hold and portray these values at all fraternity events on and off campus.

Evidence #5
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 At the beginning of the year in HDF 190 we had to complete a VIA values assessment in which we got
statement (Sources = VIA, values our top 5 strengths. My top 5 VIA values are Judgment, Perseverance, Fairness, Prudence, and
clarification exercises, etc.) honesty. My strength of judgement makes me good at thinking things through and making informed
decisions. My next value, perseverance, shows that I determined in the things that I do and keep
working hard in spite of the obstacles I’m facing. My third value is fairness, this value shows how
important equality is to me and I do my best to treat everyone the same no matter the situation. No
matter what im doing, I make sure to think every decision through and understand how it’s going to
affect me later, this is why my next value is prudence. Prudence means being careful about one’s
choices and not taking pointless risks. My last but certainly not least value is Honesty. I strive to always
“tell it how it is” and be honest with myself and others and I don’t see the point of needless lies.
Evidence #14
9. Student will demonstrate practice of the HDF 190 At the beginning of the year in HDF 190 we had to complete a VIA values assessment in which we got
personal values statement Greek 101 our top 5 strengths. My top 5 VIA values are Judgment, Perseverance, Fairness, Prudence, and
honesty. I saw these values come out a lot during my time rushing my fraternity. When deciding on
what fraternity I liked best I used my judgement and prudence to weigh each social, reputational, and
most importantly academic aspects of each fraternity on campus before making my decision. I
persevered throughout the rush process overcoming obstacles physically and mentally and stuck
through it through thick and thin. As I began to grow close and bond with my peers in the fraternity I
noticed my values of fairness and honesty in the people that I surrounded myself with and grew close
to.
10. Student will demonstrate the ability to COM 100 In COM 100 I had to complete a lengthy multi-part group research project and presentation that put my
lead a project from start to finish (follow- academic and leadership skills to the test. I was put in a small group and tasked with putting together a
through) presentation based off of research we had each done for a previous individual speech. Although all of
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our topics were concerned with food it was still a challenge to incorporate everyone’s research and
hard work into one fluid group presentation. The presentation was 12-15 minutes long and included
visual aids, extensive verbal descriptions of content, and hands on demonstrations. These aspects
required hours of preparation and cooperation between my group members and I, in and out of class.
This project required commitment and determination from day 1 all the way to our last day in class
where we presented our presentation and received our grade.
Evidence #2
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and Greek 101 Rushing a Fraternity This spring I decided to rush a fraternity to become more involved on campus. My first semester is was
objectives that were planned and not very involved on campus and had a hard time branching out and meeting new people. I was also
achieved looking for a way for me to add to my resume and with all the philanthropy events, and networking
opportunities offered, joining a fraternity was a no brainer. Although rushing a fraternity for 4 weeks
was very stressful, it helped me develop valuable time management skills and taught me how to
prioritize and follow through on my goals. Overall rushing a fraternity was an awesome experience
because it allowed me to get close to all the guys in my recruitment class and gave me the opportunity
to work side by side with a large group to achieve a common goal.
Evidence #4
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 HDF 190
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)
21. Student will show knowledge of the
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“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 Written by Robert Greenleaf in 1970, the idea of Servant Leadership is that one most serve others and
“Servant Leadership” theory of leadership put the needs of others before their own. Servant leadership consists of three categories which are
by Greenleaf relationship building actions, future oriented actions, and community oriented actions. The 4 categories
of relationship building actions are listening, empathy, healing, and awareness. The categories regarding
community oriented actions are persuasion conceptualization, and foresight. Last but not least the
categories under community oriented actions are stewardship, commitment to growth, and building
community. Servant leader betters themselves by focusing on helping those around them and indirectly
improving their situation by helping others first. An effective servant leader knows their strengths and
weaknesses and uses this knowledge in all facets of their leadership. By knowing their own strengths and
the strengths of people around them, servant leaders create a work environment that benefits all
involved.
Evidence #12
28. Student will describe personal application HDF 190 In FLITE class I had to prepare a 2 minute speech displaying my knowledge and understanding of
of the above theory (Greenleaf) Robert Greenleaf’s servant leadership theory and what it means to me. During the speech I described
how I use servant leadership in the many part time jobs that I’ve worked and how important it is to a
successful work environment. The main aspect of servant leadership is knowing your strengths and
values so I described my top VIA value of judgement and top Gallup strength of context and described
how they relate to my career goal of becoming a RI State Trooper. This experience allowed me to
demonstrate my knowledge of servant leadership and show how I use these skills in all aspects of my
life whether I’m on the job or not.
Evidence #1
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)

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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 HDF 190 None In HDF 190 we learned about the 4 V’s which are Values, Vision, Voice, and Virtue. The 4V
the “4 V’s” theory of leadership by Grace model was created by Dr. Bill Grace and stresses the importance of knowing your values. The
(Center for Ethical Leadership) first V of the 4V model encourages leaders to embody their values and use them in everything
they do. The next part of the model is Vision, this stresses that a good leader can map out their
actions and understand the pros and cons they carry. The third V of the 4V model is Voice. An
effective leader uses his/her voice to portray ideas and goals in an authentic way to motivate
others into action. Last but not least, the final V of the 4V model is virtue. The main aspect of
virtue is to practice what you preach in a sense and strive to do right. Being a virtuous is
looking out for the common good and not doing things just to benefit your own interests
because…“At the Center for Ethical Leadership it was found that people who want to become leaders
who make a difference need to embrace an inner journey of integrity and make an outer commitment to
the common good.” Ethical leadership is about doing the best for the common good and practicing
selfless decision making.
Evidence #13

38. Student will describe personal application HDF 190 VIA Values During FLITE class we created out own 4V’s crest that incorporated the 4 parts of
of the above theory (Grace) the 4V model with a personal touch. To represent the first V I listed my values
which were judgement, perseverance, fairness, honesty and prudence. These are my
top VIA terms which represent my top values that I use every day and not just in an
academic setting. My Vision is to be courageous, to always stand up for what is right
and to have respect for all but fear none. Building on that idea, I will use my voice to
stand up for what I believe in and to encourage others to do the same and stay on
course when a challenge comes my way. Lastly I will always strive to have the
courage to be virtuous and always work for the common good instead of focusing
on my own interests.
Evidence #3
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 HDF 190 Relational leadership is a leadership process based off of 5 pillars. The 5 pillars of
“Relational Leadership” model by relational leadership are inclusive, empowering, purposeful, ethical, and process
Komives, McMahon & Lucas
oriented. Being an inclusive leader means promoting diversity and understanding
and respecting every group members differences and understanding how they effect
the group negatively and positively. The next pillar, empowerment, stresses that all
members of the group deserve to be heard and a leader that embodies this actively
removes obstacles that stand in the way of inclusiveness and involvement. The third
pillar of relational leadership is to be purposeful. Being purposeful means being
committed, purposeful leaders find common ground amongst group members and
help influence them towards their common goal. Aside from this purposeful leaders

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also help members to settle their differences in order to help the group achieve their
goals more effectively. The fourth part of the relational leadership process is to be
ethical. This part of the model stresses that leaders are ethical and put ethics and
morals first and every decision made is good and moral at heart. The last but not
least pillar of the relational leadership model is being process oriented. Every group
has a way of going about doing things, a good group leader embodies this process
and influences the group to accomplish its purpose or goal.

Evidence #16
42. Student will describe personal application HDF 190 The 5 concepts of Relational Leadership are embraced regularly in my fraternity on campus.
of the above theory (Komives et al) The fraternity that I am a part of on campus effectively employs the relational leadership
model. The first pillar embodied is purposeful. As a member of the fraternity I am held to
strict academic standards and required to fulfil 10 library hours per week in order to succeed
academically. By coming together every week for chapter, we each share this common
purpose and use this to come together and help make our lives and others lives the best they
can be. Through our fundraisers and philanthropy we all work together for the betterment of
our community. Another aspect of Relational Leadership that I uphold within my fraternity is
ethics. One of the focuses of joining a fraternity is the devolvement of character and this is
done often bringing together a large diverse group of young men all working towards one
cause while being held to the same set of core values/ethics. Another aspect of the Relational
Model that is reflected by my involvement in my fraternity is inclusivity. As a fraternity we
are a very diverse group of people from varying backgrounds and lives and being inclusive is
a huge part of that. We come together as one and find common ground and work to find the
best in each person giving them goals and giving them an opportunity to work together with
others for something larger than themselves. By pushing inclusivity and encouragement
chapter wide, the fraternity seeks to empower all members. During chapter there is
opportunity for each person to address the whole chapter. By doing so this encourages
members to share their thoughts and to be a leader and speak up and share what they believe
in. Through this self-esteem is built and more empowered confident leaders are shaped. The
last part of the Relational Leadership model that is embraced each day by our fraternity is a
process-oriented approach. Each member is encouraged to come together and work as one
towards common goals no matter what we are working on. Our chapter is motivated to
constantly work towards making the best versions of ourselves and others while helping to
benefit the community around us. By coming together and working towards something larger
than ourselves we truly embrace a process oriented approach where everyone works together.
Evidence #22

43. Student will show knowledge of the


concept of constructivism
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 HDF 190 Drafted in 1994 by the Higher Education institute at UCLA, The social change model
“Social Change Model of Leadership and consists of three perspectives, individual values, group values, and society
Development” by Astin et al
values. In addition to this, there are 7 C’s of change that go along with these three

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perspectives. There are three C’s under individual values and they are conscious of
self, congruence, and commitment. Conscious of self refers to the need for leaders to
be conscious of themselves and have awareness for their own personal beliefs and
values. Congruence In social change means that a leader has personal values that
they embody and uphold all the time. The last C of Individual perspective is
commitment meaning a leader must be determined and invested in what they are
doing and always try their best to achieve the goal. Next, the C’s under the group
values section are collaboration, common purpose, and controversy with civility.
Collaboration requires all members of a group to come together and work together
collectively to achieve change. The next C, common purpose, means that all group
members share responsibility and trust and the group is united and works together
for a common goal. Controversy with civility stresses the need for disagreement and
debate within the group, within reason, in order to understand multiple
perspectives which makes the group stronger. Under the society and community
values there is only one C which is citizenship. Citizenship means that the group is
connected to their community and actively works to benefit it through civil service,
responsibility and involvement.
Evidence #20
48. Student will describe personal application HDF 190 In HDF 190 my FLITE groupmates and I volunteered at the Be5k for mental health
of the above theory (Astin et al) awareness for our social change project. We chose to volunteer at the 5k because we
believed mental health awareness is a very good cause and working the event was a
good way for my groupmates and I to get out and get involved in the campus
community. As a group we assisted in setting up the event, guiding runners during
the race, and cleaning up and breakdown once the race had concluded. The race had
over 80 participants ended up raising over two thousand dollars for the Heather
Fund. The Heather Fund is a nonprofit organization that seeks to raise awareness for
depression and prevention of suicide for college students at URI. In conclusion
volunteering at the 5K was an awesome chance to embody social change and I am
happy that my peers and I were able to assist and raise money for mental health
awareness.
Evidence #21
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
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54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (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)

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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;

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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
97. Student will create a personal code of
inclusive leadership
Leadership Inventory Revised 08/22/2017 15
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;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

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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
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
Leadership Inventory Revised 08/22/2017 17
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 COM 208 In COM 208 my classmates and I participated in parliamentary debate in class. We the participants
Parliamentary Procedure were not told the topic of the debate until 15 minutes prior in order to guarantee extemporaneous
arguments. The debate was modeled after British Parliamentary procedure and stressed to need for
extemporaneous witty arguments while still sticking to a strict format. The two sides were the
government and the opposition. The debate was started by the acting *Prime minister and then
rebutted by the *Leader of the opposition. After this the *Deputy Prime minister was given the
opportunity to speak followed by the *Deputy opposition leader. After this another *Member of
government was allowed to make a speech then followed by a *Member of opposition. After this took
place the *government WHIP made the government’s closing arguments followed by the closing
arguments of the *Opposition WHIP. Once this was completed the Judge would make a decision and
named the winner of the debate.
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 The 5 stages of Tuckmans group development theory are the forming, storming, norming, preforming,
of group development (Tuckman/Tuckman and adjourning. The first stage, forming, is where the group comes together for the first time and
& Jensen, Bennis or others) becomes a part of one group identity. During this stage group members become familiar with each
other and begin to delegate tasks. The second stage, storming, is when group members begin to
disagree and where conflict occurs. It is perfectly natural for group members to clash as they get to
know each other well and successful groups are able to learn of this stage and become a better,
stronger group. The third stage of norming is where group members become even more familiar with
each other and come together as a group and work as one. The next stage, which is preforming is
when the group is very comfortable with each other and completes the tasks the assembled together to
do. The group works well together and does not require supervision in order to be productive. The final
stage of Tuckman’s theory is the adjourning stage. In the adjourning stage, the group’s goals have
been achieved and members disband and go their separate ways.
Evidence #9
133. Student will describe personal examples of HDF 190 In HDF 190 I was put in a small group for the entire semester in which we experienced all 5 parts of
group development in use Tuckman’s group development theory. We experienced the forming stage when were first put in our
(Tuckman/Tuckman & Jensen, Bennis or groups, our group started off very strong and we soon noticed that we were a lot more talkative then
others). the other groups. Our group experience was a little different than others in a sense because the next
stage we experienced was norming. Our group named ourselves “Circ De FLITE” because we felt it
represented all of our crazy personalities. We quickly became close as a group and started to
frequently communicate in and outside of class. After this we experienced the storming stage when
selecting a social change project. My group members and I had a very hard time deciding on a social
change project that we all wanted to do and was compatible with our schedules. We had a hard to time
coming to an agreement and tempers flared briefly but we soon agreed to volunteer at a mental health
awareness 5k on campus, and just like that we were on to the preforming stage. My groupmates and I

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grew very close over the course of the semester and worked as an efficient team when completing
work and various tasks. Now that FLITE has ended my groupmates and I have gone through the
adjourning stage. Although it is sad my groupmates and I will no longer be working together in class,
we are still in frequent contact and I plan on continuing our relationship throughout college.
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
141. Student will demonstrate proficiency in COM 208 In my argumentation and debate class I had to prepare a persuasive speech arguing that the
informative and persuasive public speaking USA PATRIOT act goes too far in sacrificing liberty for security. Once my speech was
drafted I was paired with another student in the class and debate them regarding the
constitutionality of the USA PATRIOT act. I argued that The USA PATRIOT act goes too
far in sacrificing liberty for security because it is unconstitutional because it violates the 4th
amendment. My other argument stressed that the PATRIOT act is barley used for its intended
purpose nor is it effective at preventing terrorism. The winner of the debate was chosen by a
class vote to determine who’s arguments were more convincing and persuasive to the
audience. My partner and I ended up winning the debate but if I were to do it again I would
prepare more for my opponents counter arguments because couple times during the debate
my partner and I were caught off guard by their points and had a hard time rebutting them.
Evidence #7

142. Student will show knowledge of planning UCS 270 For my UCS 270 final I had to interview a someone who has a career in my desired
and conducting interviews (as the field and present and summarize my experience in a 5-7 minute presentation in front of my
interviewer) class. I took UCS 270 this semester because the purpose of the class was to help undeclared
students find a major and career that best interests and suites them. For my presentation I
interviewed a police officer from the North Smithfield police department. Before the interview I
had to prepare 10 interview questions to help me better learn about a career in law
enforcement. I chose to interview Alex Murray from the North Smithfield police department in
order to gain more information on what a career in law enforcement is really like. My interview
gave a massive amount of insight on the life of police officer on and off duty Alex shared
invaluable information and first-hand experiences ranging from prepping for the academy to
managing time between work and family. When I first heard I had to interview someone in my

Leadership Inventory Revised 08/22/2017 19


desired career, I was reluctant to step out of my comfort zone and get in contact with someone.
Now that the process is over, I’m very happy that I pushed myself to reach out to Alex because
my interview taught me a ton about being a cop provided me with the opportunity for some
valuable networking. I was able to get in touch with Alex thanks to a friend from high school
whom is a family friend of Alex’s. Alex is very busy almost all week with shifts starting and
ending at all different times of the day, so setting up a meeting was a little challenging but
eventually we were able to meet up in person when he was off duty. Alex shared with me
everything from his daily routine to the biggest challenge facing police officers in this day and
age. Besides from gaining awesome insight on being a cop, I also learned a lot about
conducting an interview, and how much work goes into preparing for one.
Evidence #6
143. Student will describe personal examples of UCS 270 I chose to interview Alex Murray from the North Smithfield police department for
planning and conducting interviews (as the my USC 270 class, in order to gain more information on what a career in law enforcement is
interviewer) really like. My interview gave a massive amount of insight on the life of police officer on
and off duty Alex shared invaluable information and first-hand experiences ranging from
prepping for the academy to managing time between work and family. When I first heard I
had to interview someone in my desired career, I was reluctant to step out of my comfort
zone and get in contact with someone. Now that the process is over, I’m very happy that I
pushed myself to reach out to Alex because my interview taught me a ton about being a cop
provided me with the opportunity for some valuable networking. Overall meeting Alex and
hearing about his daily routine and his road to becoming a police officer was a very helpful
and insightful experience. Meeting Alex and hearing what he had to say most definitely
reinforced my interest in a career in law enforcement. Now that I’ve heard about what it’s
like to be a police officer, I plan on applying for an internship with a local police department
or with the state troopers. Like I said before, stepping out of my comfort zone was a
challenge but now that it’s over I am so happy with what I got out of the experience and am
excited to continue learning about what a career in law enforcement has to offer.
Evidence #8

144. Student will show knowledge of preparing


for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of HDF 190 Before applying to become a game manager at intramural sports I prepared for the interview by
preparing for and being interviewed overhauling my resume and consulting friends that were familiar with the application process. I learned
about the job opening at intramural sports from friend in my fraternity who was seeking qualified
applicants to replace departing employees. I already had 2 years experience refereeing and organizing
sporting events so the job seemed like a really good fit for me. Prior to applying I had already made
major changes and updates to my resume during HDF 190 but I went back and added experiences that
were relevant. Prior the interview for the job I consulted a couple of my friends who were already
working for them and they gave me excellent insight on possible questions and what I should expect
during the interview. In the end all of my hard work and preparation paid off because ended up getting
the job and will start managing sporting events next Fall.
Evidence #18
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
Leadership Inventory Revised 08/22/2017 20
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
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

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