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

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.
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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
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s Studies
GWS 310: Race, Class, Sexuality in Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course
option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐ Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
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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

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.

Leadership Inventory Revised 08/22/2017 7

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, Seeds of Success (SOS) During one of my Seeds of Success meetings, we recently had a guest panel of
organizational, and academic examples of professors, all who are currently teaching within the Biology department, that talked
self-discipline about their experiences in college, followed up by a Question and Answer. For
background knowledge, Seeds of Success is a multicultural organization dedicated to
providing resources to students within CELS (Center of Environmental and Life
Sciences). In addition, they provide social networks, create workshops and create
study jams, throughout the year in hopes of creating a community for students to
reach their highest potentials within the science major. It just so happens that on this
particular day, this Professor Panel workshop took place not only to encourage
networking with these professors since it would be inevitable that at some point of my
Biology career, I would bump into them as a student, but it allowed for a safe space
for professors to just be themselves around us students.
Whilst there, each professor got the chance to speak about the challenges they
faced while attending college. Most of it had it do with self-discipline in the form of
time management. This was what I related to the most since I was currently
struggling in this area. Hence, one of the ways they were able to overcome this
barrier was through sacrificing, using some form of organization and keeping in touch
with professor’s office hours when confused on the concept. From then on, I have
been implementing these systems, specifically with finding effective ways to study in
order for me to better improve my grades in my classes.
For example, for effective studying strategies, I make sure to organize my notes
into the form of a study guide. I will write down all of the major topics that will be on
the exam. After making the study guide, I will teach the concepts, without looking, to
myself as if I were teaching a class. Afterwards, I will write on the board, over and
over again what I didn’t have stuck in my brain. I do this, as well as make study
groups and go to office hours. And, the combination of all of the above has definitely
shown, through my grades, to be an effective strategy for me in academics and
shows self-discipline.

See Evidence #1

3. Student will demonstrate the ability to

manage emotions
4. Student will demonstrate knowledge of Resident Advising Activity During first semester’s finals, one of the RA’s, Anthony, put on an activity called
stress management methods “Sips and Tea.” Essentially, this activity consisted of students coming down into the
lounge, making any type of tea and relaxing. This activity was put into place to help
reinforce that everyone should have a little self-care when it is greatly needed. I
know, at that point, I had been stressed with the amount of workload I was given from
each of my classes, on top of studying for finals. It was a lot to manage, especially
since it was my first semester as a college student. I was still adjusting to school and
figuring out what worked best for me for studying and what didn’t.
I decided to join this activity, despite not attending all of the RA activities, simply
because I wanted to find a strategy that would help alleviate the amount of stress and
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 pressure I was dealing with at that point. Even if it was just making tea, it was a
source of relaxation for me and made me live in the present as opposed to worry
about my future and how I would do well on those exams. Every now and then, I
make tea as a way to manage my stress, as well as use other methods, such as
dancing to a Spotify playlist, and I find that this makes me sane and allows me to self-
care.

See Evidence # 2
.
After participating in the “Sips and Tea” activity, it truly opened up
my eyes in the ways in which I should start to care for myself and
5. Resident Advising Activity manage my stress. I’ve realized that it is inevitable to avoid stress, so
Student will demonstrate the ability to the best way is to manage it. And, as mentioned before, I do this
manage stress through drinking tea whenever possible and putting on my Spotify
Playlist and jamming to old throwback songs. For me, listening to
music and singing along is what makes me relaxed.
Usually, I will put on my Spotify playlist when there is an upcoming
exam and I schedule at least a half an hour to play music and dance
along to the rhythm. To some, it may seem out of the ordinary but for
me, I’ve come to find that playing music and dancing a long gives a
sense of nostalgia for me and gives me a break from the world.
Recently, my study group and I started to implement a Wii game
called Just Dance, as a form of taking a break from school work. “Just
Dance” is a game in which players are supposed to mimic the dancer
on the screen and as a result get points rewarded based on how
accurate the moves are. This not only works as an effective way of
managing stress for us, but for me it is a way to have fun and chill and
take a break from the amount of work that I have to face.

See Evidence # 3
.

6. Student will express a personal code of

leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics

Leadership Inventory Revised 08/22/2017 9

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)
HDF190 After going over my VIA values, one in which I did from my HDF
190 class, I was able to figure out my personal values statement. My
top VIA strengths were Kindness, Teamwork, Social intelligence,
Fairness and Forgiveness. Each value describes how I put my
strengths into action. For Kindness throughout my everyday life. I do
my best at being kind towards others since it reflects my true nature. I
demonstrate Teamwork since I excel when it comes to any group
work. I strive to do my part and fair share in a group and allow others
to have their voice be spoken in a group. I display Social Intelligence
by being aware about what others are saying and how they
communicate their feelings. I use my Fairness value by not only
encouraging others to speak up for themselves, but I also challenge
others to put in their views and I try to incorporate their ideas and take
them into consideration. And, I use my Forgiveness value by forgiving
those around me.
Based on the categories that were given, I found that I seem to
be under social justice and Humanitarian. In other words, I am always
ready to hear others’ views before I come up with a complete decision
on what is the next step to anything.
Citation: VIA Institute on Character (2019). Retrieved from
http://www.viacharacter.org/www/
See Evidence #4
.
For my Learning Contract, along with my Servant Leadership
mission, I decided to take part with the Multicultural Overnight
Program (MOP) by being an overnight host. The strengths and values
that were shown throughout MOP were: Kindness and Social
Intelligence.
For my VIA values, I found that my Kindness and Social
Intelligence shined when it came to knowing more about my shadows,
that I was hosting for the night. The first night, I had a girl who was
interested in being a Biological Sciences major. From there, she was
asking a ton of questions regarding the curriculum at URI as well as
knowing more about the campus. Based on my Social Intelligence, I
did my best at being aware about what she was saying and how she
was feeling through her actions. She seemed very curious about what
the campus had to offer, and I gave her my honest truth about the
school. For my second night, with my two shadows, I used the value
of Kindness by making sure that they felt comfortable, here at URI.
We played games later on in the night and I got a chance to sit down
and talk to them about their plans after high school, besides going to
college which allowed for more communication, since they seemed
somewhat shy in the beginning.
See Evidence #4
Leadership Inventory Revised 08/22/2017 10
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.)
HDF 190 In our HDF 190 class, we had gone over Strengths Quest
themes, which include: Executing, Influencing, Relationship Building
and Strategic Thinking. Based on the Gallup Strengths that I got
based on answering the survey, I got Harmony, Learner, Input,
Developer and Positivity. Harmony, Positivity and Developer are
under the category of Relationship Building while Input and Learner
are under the category of Strategic Thinking. These two would be
considered my strengths, which makes since I feed off of others when
it comes to my relationships. I usually am the person in the group who
tries to incorporate everyone’s ideas into one huge idea as well as
making space for others to have their own voice being heard. I also
consider myself to be Strategic when it comes to planning. I am a
Learner so I like to observe and reflect on my past and determine
ways to improve my well-being for the future. The same applies for
input, when people give me advice. I take that advice and incorporate
it into my life.
Citation: Clifton Gallup Strengths (2018). Retrieved
https://www.gallupstrengthscenter.com/
See Evidence #5
.
USC 270
PSY 113 In my USC 270 class, my classmates and I underwent the
classic personality test known as MBTI. The personality test, through
a series of questionnaires describe not just your personality, but how
you are able to make decisions and carry on your life based on certain
qualities that you get from the test. After taking the test, I got
Extrovert, Feeling, Sensing and Perception, or EFSP. Extrovert stood
for my ability to be easily approachable and outgoing. Feeling stood
for being able to consider other people’s considerations when going
into any decision as opposed to my own logic. Sensing stood for me
looking more closely at the smaller details than the bigger picture.
And, Perception stood for my ability to go more with the flow as
opposed to me doing everything in a structured way. Through this
class, I was able to understand more about my strengths and
weaknesses and how they applied to my everyday life. For example, I
Leadership Inventory Revised 08/22/2017 11
learned that from Perception, I’m really good at allowing flexibility in
my life, in regard to organization. But, on the other hand, the
disadvantage is being too flexible with my life and this allows for an
overwhelming feeling, which is a result of this trait of mine.

Citation: 16 Personalities (2011-2019). Retrieved

https://www.16personalities.com/free-personality-test

See Evidence #6

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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 “Scientific
Management” theory of leadership by Taylor
22. Student will describe personal application of
the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application of
the above theory (Drucker)
25. Student will show knowledge of “Theory X and
Theory Y” theory of leadership by MacGregor
26. Student will describe personal application of
the above theory (MacGregor)
27. Student will show knowledge of the “Servant HDF 190 In our HDF 190 class, Servant Leadership, developed by Robert
Leadership” theory of leadership by Greenleaf Greenleaf describes ten characteristics that showcase what it means
to be a servant leader. These ten characteristics include: Listening,
Empathy, Healing, Awareness, Persuasion, Conceptualization,
Foresight, Stewardship, Commitment to the growth of people and
Building Community. Listening incorporates the use of communication
and decision-making skills. Empathy is all about empathizing and
understanding others. Healing is about the close and strong bonds
you share along with your strengths. Awareness incorporates being
self-aware and using this awareness as a form of serving in
communities. Persuasion is about persuading others when it comes to
making decisions. Stewardship involves “holding something in trust for
the greater good of society.” Finally, the Commitment to the Growth of
People and Building community work hand in hand when it comes to
having the belief that people can change and grow, while along the
way creating a tight-knight community.
All of these characteristics play a role in what it means to be a
servant leader. And, the most important thing is that you do not have
to do anything big to make an everlasting impact in people’s life.
Through hitting at least some of these characteristics can, in turn,
define who you are as a leader and how you serve in your community.

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

IN: Robert K. Greenleaf Center.
See Evidence # 7

Leadership Inventory Revised 08/22/2017 13

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)
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
HDF 190
After learning about Servant Leadership and what it entails, I was
able to relate this model to how I was able to serve during the
Multicultural Overnight Program. This model entails ten characteristics
that describe what it means to be a servant leader. I felt as though,
out of the ten characteristics, the few that spoke the most to me were
Empathy and Building Community. Throughout the course of both
nights, I could see that there was a spark in some of these students’
eyes. I know that just by looking at their smiles and behaviors, they
were enjoying their time at this program. At that point, I saw a
community on the rise. In the span of one night, I could see a strong
community being built and I would hope, going forward, that this could
make these students feel as though URI was the best choice for
them.
I also saw Empathy play out in this program, especially when it
came to that night where I was talking to my two shadows. They had
expressed how they were excited for a new adventure in college.
They seemed to be ready for what lied ahead for them, no matter
where they ended up deciding to go for the fall. And, in a way, I found
myself empathizing for them since I was in the same shoes as them
last year around this time, which made me feel as though we all had a
stronger bond amongst one another.
Overall, I served in the way that I could for the Multicultural Overnight
program. I learned so much about other students as well as myself. I
learned how leadership, through giving back to my community here on
campus, can possibly make an everlasting effect on a student’s
decision to come to URI.
Citation: Greenleaf, R. K. (1991). The servant as leader. Indianapolis,
IN: Robert K. Greenleaf Center.
See Evidence #8
Leadership Inventory Revised 08/22/2017 14
36. Student will describe personal application of
the above theory (Argyris)
37. Students will demonstrate knowledge of the “4
V’s” theory of leadership by Grace (Center for
Ethical Leadership)
38. Student will describe personal application of
the above theory (Grace)
39. Student will show knowledge of the “Situational
Leadership” theory by Hersey & Blanchard
40. Student will describe personal application of
the above theory (Hersey & Blanchard)
41. Student will show knowledge of the “Relational
Leadership” model by Komives, McMahon &
Lucas
42. Student will describe personal application of
the above theory (Komives et al)
HDF 190
HDF 190
HDF 190 During my HDF 190 class, under the unit of Relational
Leadership, I was able to use and show knowledge of the Relational
Model in my day to day life. This Theory consists of five main
components: Inclusion, Empowering, Ethical, Process Oriented and
Purposeful. Each one describes what it means to be involved in a
group and reach that level of connectedness. Inclusion is about
including diverse points of view and varying perspectives.
Empowering is about allowing others to stand up for their own voice
and making others involved. Purposeful is the main purpose as to why
an individual/group established a common goal or mission. Ethical is
looking into the moral side of values and what drives a person into
why they do the things they do. And, Process-Oriented is how a group
is able to carry out their mission/goals through their own purpose.
Along with these components are the three ways of carrying out
this Model: Knowing, Being and Doing. Knowing is the understanding
part. Being is having the belief in the five components and Doing is
the development of technical skills.
Citation: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring
Leadership for College Students What Want to Make A Difference.
San Francisco: Jossey-Bass. (68-72).
See Evidence #9
.
HDF 190
The above theory can be applied to myself and when observing
other groups that I am in. When it comes to me, I feel like I use the
Empowering portion of the Relational Leadership model a lot. And, I
think this goes hand in hand with my fairness value since I try and do
my best at listening to other people. I love learning in that sense
where I am getting to understand a person and how they may have
different perspectives on different things. And, in a way this ties into
empowering since I let other people have their voice instead of using
mine.
Another example would be DRIVE (Diversifying, Recruiting,
Inspiring, Recruiting and Educating). This is an organization that
seeks to promote diversifying University of Rhode Island’s campus,
through each acronym mentioned above. This organization has
allowed me and others to, despite being a small, tight-knit community,
Leadership Inventory Revised 08/22/2017 15
 to be in a safe space to come together and talk about what can be
done to diversify the campus.
Through Inclusion, I’ve realized within the past two semesters,
everyone has gotten a chance to get know one another on a deeper
level. This is due to our bonding events and our annual Retreat. In
both events everyone was able to chat and catch up on everyone’s
lives. It was a chance to talk about anything besides “business.” In a
way, this showed inclusion, since it was a time where new members
could truly get to meet the older members and vice versa. I’ve even
used some of my Gallup strengths, including Positivity and Harmony,
to go outside of my comfort zone and get a chance to let other
students in the club know that I’m a genuine and light-hearted person
who likes to hear about different perspectives and experiences.
These two experiences, in which I’ve demonstrated the Relational
theory to myself and a club I’m in on campus shows the true nature in
how this theory can be applied to everyday life.

Citation: Komives, S, Lucas, N., & McMahon, T. (1998). Exploring

Leadership for College Students What Want to Make A Difference.
San Francisco: Jossey-Bass. (68-72)
See Evidence #10

43. Student will show knowledge of the concept of

constructivism
44. Students will describe personal examples of Writ 104 For every draft assignment, that needed to be turned in class,
implementing constructivism Writing 104, we had to peer review each other’s; work before the final
draft was to be complete. By doing this, this allowed for constructivism
to occur since everyone had a chance to give feedback and use this
feedback as a way of improving their work. This helped a lot,
especially when it came to my research paper.
For the research paper, I had gotten peer reviewed by four people.
In particular, there was a peer edit, in which the person claimed that
my partner and I “could give a little better with each new thought and
restate the points in the conclusion.” For reference, I had worked with
a partner and we did our best at splitting up the essay into two parts.
However, we did not go too much in depth on the background of our
research assignment, the Death Penalty. We had gone into how the
problem should be fixed without giving more context and background
knowledge on what the Death Penalty. So, after this was said, we re-
read the whole essay and bolded the parts of new additions or tweaks
to the essay.
In turn, I took this feedback and incorporated what others reviewed,
in the form of constructivism, in order for my partner and I to have a
new ad improved essay.

See Evidence #11

Leadership Inventory Revised 08/22/2017 16

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
48. Student will describe personal application of
the above theory (Astin et al)
HDF 190 In our HDF 190 class, we discussed the Social Change Model.
This model entails what it means to start a change, on any level. This
model can be known as the seven C’s (Consciousness of Self,
Congruence, Commitment, Collaboration, Common Purpose,
Controversy with Civility, and Citizenship) or through three major
values (Individual, Society, Community Values, and Group Values)
which incorporate the seven C’s within them. Under
Society/Community Values, we mostly see Citizenship, which talks
about individuals “taking part as a larger whole. “For group values, we
see collaboration (working in teams), having a Common Purpose, as
well as having Controversy, which comes with groups, in order to
come up with a mission for change. Finally, Individual Values would
include, Consciousness of Self (being aware about your own beliefs),
Congruence, (being able to stick up for what you actually say instead
of saying something and not putting it into actions) and Commitment
(making sure to follow through with your values and mission of Social
Change).
All of the seven Cs describe the first coming steps to making social
change for not just your community but for the world. It’s important to
note that this takes time and this type of change does not happen
overnight. But, with the right purpose, ethics and belief, anything is
possible.
Citation:
Higher Education Research Institute. (1996). A social change model
of leadership development (Version III). Los Angeles: University of
California Los Angeles Higher Education Research Institute.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a
better world: Understanding the social change model of leadership
development. San Francisco: Jossey-Bass.
See Evidence #12
HDF 190 After learning and understanding more about the Social Change
Model, I was able to apply this model to the Social Change Project
that my groupmates and I did. For our project, we decided to do a
Cleanup at the North Woods Challenge Course. This course, which is
designed as a type of retreat for organizations on campus. Many
organizations get a lot of information on how to perform better within
their own clubs through completing this retreat. The only problem is,
the North Woods Challenge Course is outdoors and along with the
outdoors, there is bound to be trash. As a result, as a collective, we
decided it would be best to accomplish or mission of cleaning up this
Leadership Inventory Revised 08/22/2017 17
 course with the impact and purpose of cleaning the Earth and
providing a learning space.
Cleaning up the course hits the Social Change Model, based on
the three values, because it all required us to individually be self-
aware of an issue that needed to be addressed and showcased our
beliefs. We saw that there was a common purpose through our
mission. Lastly, we hit our Social/Community Values through our
citizenship and collaborating as a group with intent. All of these tied
into our Social Change, through this model.

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

See Evidence #12

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
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)
Leadership Inventory Revised 08/22/2017 18
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 19

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;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
Leadership Inventory Revised 08/22/2017 20
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 21

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.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 22
 Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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
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
Leadership Inventory Revised 08/22/2017 23
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
HDF 190 In HDF 190, I learned about the Tuckman model and how every group
usually goes through a journey, from start to finish. Under the Tuckman’s
Model there are five stages. The first two stages, “Forming” and “Storming”
undergo the beginning phases of the group. At this point, the group is still
working on trust within themselves and everyone contributing to the group.
There are still skeptics. This is unlike stages three (Norming) and four
(Performing), where at this point, everyone in the group is figuring out whose
strengths fit into their role in the group and what seems to be working and
what doesn’t in the group. Lastly, in the Adjourning stage, the team, after
accomplishing their main goal/project, is now able to celebrate and is also
able to reflect on what went well in their group. Usually, at this point of time,
everyone in the group knows one another really well and can see themselves
grow from what they have learned from their contributions to the group,
overall.
Citation:
Tuckman and Jensen. Tuckman’s Stages. Retrieved from
http://salvos.org.au/scribe/sites/2020/files/Resources/Transitions/HANDOUT_-
_Tuckamans_Team_Development_Model.pdf
See Evidence #13
HDF 190 As mentioned above, Tuckman’s Stages are heavily reliant on group
participation and the stages that every group usually goes through. This can
be relevant since recently, I have been placed into a group in an attempt at
trying to follow the Social Change Model. I would say for the first phase,
Forming, my group showed this when it came to our FLITE retreat. At this
point, we had only met each other the class before. Everyone was still getting
to know one another and set up a comfortable phase to know each other. In
the Storming stage, we showed examples of this when we were starting to
figure out which project would be best to do for our Social Change Model. We
ended up doing the Northwoods Campus Cleanup after making agreements
on doing it. Next, came the Norming phase, which overlapped with Storming.
At this point, we knew what we were going to do for our project, but we had to
come up with a good time where everyone could attend this cleanup despite
having our conflicting schedules. I would say this was the longest phase that
we were in, but we managed to push through. We found a time and
everything, up until that point was set.
Leadership Inventory Revised 08/22/2017 24

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.)
Afterwards, came Performing, in which we carried through with the campus
cleanup. We ended up driving in one person’s car and headed down to the
Northwoods Challenge Course to clean up. It was a huge success and most
of what we were feeling was a lot of trust and feelings of motivation, as
described in the Tuckman model.
Lastly, we went through our final stage when we had completed our
assignment by presenting in front of the HDF 190 class. At this point, we had
wrapped up all that needed to be said, from our mission of the cleanup all the
way to our reflections and lessons we learned from completing the cleanup.
Citation
Tuckman and Jensen. Tuckman’s Stages. Retrieved from
http://salvos.org.au/scribe/sites/2020/files/Resources/Transitions/HANDOUT_-
_Tuckamans_Team_Development_Model.pdf
See Evidence #13
After discussing how people have different ways at approaching their
work in our FLITE class, we realized that people were better in certain
categories (such as Executing, Influencing, Relationship Building and
HDF 190 Strategic Thinking.) Executing, had the following Gallup strengths: Achiever,
Arranger, Belief, Consistency, Deliberative, Discipline, Focus, Responsibility,
etc. Influencing had Activator, Command, Communication, Competition,
Maximizer, Self-Assurance , Significance and Woo. Relationship Building
contained strengths such as Adaptability, Developer, Connectedness,
empathy, Harmony, Includer etc. Lastly, strategic thinking contained
Analytical, Context, Futuristic, Learner, Input, Intellection, etc. Needless to
say, everyone in this group had to have fallen in any of the four categories.
And, with these categories, we were able to see how these signature themes
would be able to best serve in our contributions into our Social Change Model.
Citation
Higher Education Research Institute (HERI). (1996). A social change model of
leadership development: Guidebook version III. College Park, MD: National
Clearinghouse for Leadership Programs
See Evidence #14
HDF 190 For our Social Change group project, there were many times that
demonstrated how each of us contributed to the group. For example, right
after we completed the cleanup portion of the project, my peers and I
decided to split up who was going to do their portion of the group
assignment for the following weeks. As mentioned before, we had come
to the agreement that two girls where going to do the writing part, another
girl and I were going to work on the presentation slides, and the boys of
the group were going to present in front of the class. We all came to this
agreement after discussing what our strengths were and how they can
contribute, with its benefits, to the group. And, this seemed as though it fit
best for us.
Leadership Inventory Revised 08/22/2017 25
 After completing the project/assignment, and presenting in front of the
class, as a group, I can safely say that our decision of splitting up who was
doing what job was effective and successful. I thought everybody put in
their fair share. Even up until the deadline, I was impressed as to how we
reached out to others when we saw that they were struggling. For
example, the night before the presentation, we had all met up to go over
the slides, just to have it read smoothly the day of the presentation.
However, the girls that were assigned to do writing were still working and
struggling on how to answer some of the writing prompts, so everyone
tried pitching in on what they could do to help. I know I tried working on the
editing, along with another boy in the group. And, some people helped out
with the prompts. On top of that, people did some feedback to the slides
and incorporated more information to the slides that were additionally
added, which I thought was helpful and beneficial to grade.
Essentially, my group and I went above and beyond on our Social
Change Model project and I was impressed as to how far we came and
how valuable group roles and dynamics play into a successful group
project being done by everyone’s contributions.

Citation
Tuckman and Jensen. Tuckman’s Stages. Retrieved from
http://salvos.org.au/scribe/sites/2020/files/Resources/Transitions/HANDOUT_-
_Tuckamans_Team_Development_Model.pdf

See Evidence #15

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
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)

Leadership Inventory Revised 08/22/2017 26

144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and
inclusion.
HDF 190 DRIVE (Diversifying, Recruiting, Inspiring,
Volunteering and Educating)
In our HDF 190 class, particularly with our FLITE retreat, my group, peer
leader and I had discussed the first time we had ever learned about either, our
race/ethnicity, sexual orientation and/or socio-economic status. As always,
our peer leader let us know that we were in a safe space to speak what came
to mind since this was a very serious topic that we were getting ourselves into.
I know for me, I had shared about the first time I had started to realize my
race, being a black woman in today’s society. I had mentioned that I had
realized it in bits, but it didn’t truly hit me until I had gone to college. I had
grown up around a predominately person of color neighborhood and my
school was predominately filled with Hispanics and mostly people of color. So,
to come from a high school where everyone is like you to now attending a
school that is predominately white (almost 75% White) was a lot to take in.
In addition to telling my story, other classmates had a chance to share their
experiences. In particular, there was this student that had mentioned how he
used to have his view about black people, growing up in a mostly white
neighborhood and only seeing what was portrayed through the TV. However,
he had changed his perspective when he had met, one of his best friends,
who happens to be black. He started to put away the stigmas and moved
forward from his lessons.
In my organization, we had also gone through a workshop that tackled
microaggression. We found out the meaning of it, and how we can see
microaggressions occur, on a day to day basis, everyday whether we know it
or not. In this workshop it was interesting to hear for some people, their
experiences that they had to go through from other people’s remarks or even
nonverbal actions that can make an everlasting impact.
Having both discussions about diversity and Inclusion, in the first steps of
recognizing privilege, and the slight microaggressions that may pop up, has
allowed me to open up my views and allowed myself to effectively
communicate to others about something that can be difficult to talk about,
along the lines of diversity and inclusion. But it allows for growth and change,
which is what needs to be done for this world to see that there are problems
that we shouldn’t neglect on a day to day basis simply because we didn’t
experience or went through the same thing as another person did.
See Evidence #16
Leadership Inventory Revised 08/22/2017 27
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 HDF 190 In our HDF 190 class, I remembered we were placed in our groups around
relationships between leaders and the third week into the semester. Despite having minimal background
members knowledge about each member, in the group, over the next 12 or so weeks of
class, I had gotten to know so much more about every person and what they
had to contribute to the class. Right off the bat, I had started to see, in our
Social Change project, people’s VIA values and Gallup strengths being
portrayed.
As mentioned above, there were many ways to describe how each person, in
our group, took full advantage of their strengths throughout class. The only
difficult obstacle that we faced in the group was the time conflictions, but we
still managed to make it work. A girl offered to drive all of us to the
Northwoods Challenge Course to complete our project, which was useful.
Overall, we all found ways to make things work within our group and that’s
why I believe we were a success. Everyone did their job and because of that
everything ran smoothly. As a result, our relationships continued to flourish,
and our leadership qualities began to strengthen.
After our class wrapped up its final day, we all sat around and reflected
on the group contract that we started from the beginning. It was something we
had kept in mind as we went through this journey and we followed through
with the terms that were mentioned (ex: Responsibility, Respect, etc. )

See Evidence #17

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

Leadership Inventory Revised 08/22/2017 28

158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers

Leadership Inventory Revised 08/22/2017 29