Carroll Inventory

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

Date Enrolled: 2019
Date of Graduation: 2023
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
● Center for Student Leadership Development Information
● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)

● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence

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

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

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

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, & McMahon), and Servant
Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.

● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory 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

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs
P Academic, social, personal goals and
Styles
R objectives
Learning
O
Teaching
G P
Personality
R R
Membership
E O
Leadership
S G
S RE-EVALUATE R
former stages E
as you progress S
Develop S
and Refine
Skills
Leadership theory and 3. Broaden Your Perspectives…

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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “ additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal, HDF 190 Quarantine Self-discipline is the ability for one to control their feelings and overcome their weaknesses along with
organizational, and academic `examples doing what they believe is right for them despite temptations. Personal self-discipline occurs daily for
of self-discipline me. Currently, I am in quarantine and my main self-discipline includes staying active. It is so easy for
me to fall into the trap of many apps like Tik Tok, Twitter and Instagram; along with streaming services
like netflix and hulu, I could sit on the couch all day and indulge. However, I know that this would be so
bad for my health. Despite these temptations to indulge all day every day, me and my sister together
work out every single day. I also walk my dog with my family at least 5 times a week. I find that doing
active things with those I love makes it easier to follow through with my self-discipline. An
organizational example of self-discipline that I demonstrate is strict use of my agenda/planner. With
online classes, organization is extremely important for success. Every week I map out every
assignment I have to complete, along with what I have to do each day to maintain time management. It
is very easy to just stop using my planner and “wing” all of my tasks. However, I know that to get good
grades I need to maintain this practice of self discipline. An academic example of self discipline
involves balancing my social life and academics. Often at school, I will have an assignment due at
midnight and my friends will want to hang out. I practice self discipline by not giving in to hang out with
them, and finish my assignment before it is due. Usually I finish it in time and am able to get some
social time in, but if I cannot I know it is extremely important to my self discipline to finish my
assignment first. Once I begin to give in to temptations, I know it will be much harder to maintain my
self discipline. (See evidence #8)
3. Student will demonstrate the ability to HDF 190 Quarantine During quarantine, it is especially difficult to remain optimistic. The lack of daily
manage emotions routine and social interaction can easily bring my worst emotions out. However,
staying active, keeping up with school work, keeping in touch with friends and family
and doing things that make me happy in quarantine are key to managing my
emotions. I recognize that it is okay to feel emotions like sadness, but it is hard for
me to get out of sad mindsets especially in this kind of environment. Doing the
activities I mentioned before keeps me happy and healthy and makes it much easier
to manage emotions. When I do feel stressed or sad, I can take breaks. Doing
school work can make me stressed and angry sometimes so I like to split up my
academic time with walking my dog or TV time. These breaks give me time to
destress and continue my schoolwork clearly and level headed which makes me
more successful. When I am feeling down about the current situation I like to listen
to my favorite music and call my friends. This quickly cheers me up and reminds me
of the importance of this quarantine. Although it is easy to remain pessimistic,
thinking about the safety of my loved ones can remind me of the good things. The
key to managing my emotions is recognizing when I need a break and allowing
myself to take it. (See evidence #8)
4. Student will demonstrate knowledge of
stress management methods

5. Student will demonstrate the ability to HDF 190 All academics, work Stress is a feeling of physical or emotional tension. It can come from anything that
manage stress makes you frustrated, angry or nervous. The key to managing my stress is to
recognize when I need to take a break. There are many things I do to manage my
stress. One thing that I do is keep a strict planner for everything I need to do. Brain
Dumping all of my thoughts into my planner relieves a lot of my stress and makes
me more successful. Another thing I do is taking care of my pets. Taking a break
from things that stress me out like academics, can make me much more successful
when I come back to my work. Talking to my friends and venting is also something
that allows me to destress. If I am at work and a customer is causing me a lot of
stress, going to a breakroom and confiding in a friend can make me feel much
better. One of my favorite things to do to manage my stress is to take time solely to
myself and not worry or think about any of the things that cause me stress. This time
allows me to clear my head and find peace, which allows me to tackle things that
can cause me stress head on and they usually contribute less to my stress. (See
evidence#8)
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 VIA Each student was instructed to complete the VIA values survey. My top 5 values
statement (Sources = VIA, values according to this were: appreciation of beauty and excellence, humor, gratitude,
clarification exercises, etc.) social intelligence and kindness. My top being appreciation of beauty and excellence
makes sense because of how I like to act towards others on a daily basis. I always
notice how beautiful people look, and I love to let them know when I notice
something different sparkling about them. My appreciation of beauty and excellence
also goes beyond others. I love to be in nature just sitting there, appreciating what
we have around us. Looking out to the most beautiful things in this world is humbling
and relaxing. It keeps me in check on a daily basis, causing me to value it so highly.
Humor is so high on my list because I value lightheartedness. In so many contexts,
not taking yourself too seriously and laughing things off can be vital to your success
and happiness. Everyday I live by the facts I want to make others happy and one
main way to do that is through humor. It is so important to my relationships, making
it one of my core values. Gratitude is also one of my core values. When I think of
gratitude I mainly think of how grateful I am for my parents, and how important
exhibiting that to them is to me. Not necessarily through just telling them, but
showing them. I show gratitude through doing well in school, being responsible and
trying my best to make them proud of me. Every single day the gratitude I have for
my parents is what gets me out of bed and moving. Social intelligence is also one of
my top values. Appreciating what others go through is vital to building and
maintaining relationships. Since relationships with others is one of the main things
that I cherish, this social intelligence will be vital to my happiness. This value goes
hand in hand with my fifth and final core value, kindness. Because I believe so
wholeheartedly in being kind to others despite anything about them, social
intelligence attributes to that. Because I am aware of the motives of others, I am
more sympathetic towards their actions or feelings. This makes it very easy for me to
be kind to them regardless of their status, background, actions or any part of their

identity. (See evidence #7)
References:
Bring your character strengths to life & live more fully. (n.d.). Retrieved from
https://www.viacharacter.org/
9. Student will demonstrate practice of the HDF 190 VIA, sorority, everyday decisions My top 5 personal values are: appreciation of beauty and excellence, humor,
personal values statement gratitude, social intelligence and kindness. I practice these in my everyday decisions
often with my sorority. My appreciation of beauty and excellence will take me
outdoors daily as often as I can. I will do homework, hang out with friends or even sit
alone outside to relax. Being surrounded by the beauty of nature everyday puts me
at peace and makes me happiest. I practice humor through how I deal with my
friends, often my sorority sisters. If someone is feeling down, or had a bad idea, I
often resort to humor to help cheer them up. This is one of the main ways I know to
help cheer people up. I practice gratitude everyday by thanking those who deserve
it. I try to call my family as often when I am away from them or when I am with them
tell them how much I love and appreciate them. Expressing my gratitude to those I
love makes me happier as I truly want them to know how much I do love and
appreciate them. Social intelligence is something I practice more while I am at
school surrounded by a greater diversity. Especially at school surrounded by others
with backgrounds you know nothing of, social intelligence is important to your
success and relationship building. Being sympathetic towards perspectives and
listening to others’ stories and what they have been through will allow you to build so
many fulfilling relationships and build a network to help you through your life. I
practice kindness with every person I meet everyday. Since kindness is so important
to my values, I consciously practice it everyday. Being kind to others makes me
happy and it also makes others happy. I practice it through my friendships. Everyday
when I talk to my friends I am always kind to them and allow them to feel safe with
me. (See evidence #7)
10 Student will demonstrate the ability to HDF 190 Sorority One time that I was able to lead a project from start to finish is my position as
lead a project from start to finish (follow- programming director for my sorority. Part of my position is to lead an “Inspire”
. through) presentation to help with member development. I had to create a presentation based
on a template and present it to the whole chapter. I chose to do a project on decision
making and its consequences in our daily life. After completion of presentations I
had to do a report on how my chapter responded and grew from the presentation. I
had to lead the whole thing along with help from my MDVP. I had to start the project
with the presentation and finish it up with the report. I learned a lot about myself and
the girls in my chapter during this process. (See evidence #6)
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 HDF 190 n/a The first time I learned about Maslow’s Hierarchy of Needs was when I took AP
“Hierarchy of Needs” theory by Maslow AP Psychology Psychology my senior year of high school. In HDF 190 we reviewed it briefly and
.
often referred to it when discussing our theories. Maslow’s Hierarchy of Needs is a
theory that depicts the human needs in terms of a pyramid. The bottom of the
pyramid are basic needs, on top of those needs lie psychological needs and on the
very top are self-fulfillment needs. The theory says that to move up the pyramid and
gain the needs on the top, the needs on the bottom of the pyramid need to be
fulfilled. The first need on the bottom of the pyramid in basic needs is psychological
needs. These needs include things that a human absolutely needs to survive like
water, food, sleep and warmth. If these needs are not met, the human body cannot
function, all other needs are secondary to these. The next basic need is safety
needs like security and safety. Once all psychological needs are met, these safety
needs pop up. Humans crave order and control in their life and these safety needs
satisfy that. Security is an umbrella term that refers to your physical, emotional and
financial security. The next need that begins the psychological needs are love and
belongingness needs. This need refers to social fulfillness. Feeling like you belong
would be the next thing a human would desire after basic needs are fulfilled.
Friendships, affection and affirmation are a few examples of this need. Esteem
needs are the fourth level of the pyramid. These needs are split into esteem for
yourself and the desire for respect from others. The need for respect from others is
what adolescents desire the most and is what sets them up for self-esteem at an
adult age. The last need on the pyramid is a self-fulfillment need. It includes self-
actualization which refers to the desire for personal growth and accomplishments.
Once all of your basic and psychological needs are met, humans want to accomplish
all they can. The pyramid indicates that all bottom needs must be fulfilled before
getting to the top. (See evidence #5)
References:
MYERS, D. A. V. I. D. G. (2020). Myers Psychology For Ap. S.l.: WORTH PUB.
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 Gallup Strengths In HDF 190, we all completed the Gallup Strengths StrengthsQuest signature
Signature Themes, shadow side of themes, to learn more about ourselves and our leadership style. My top 5 strengths
. Strengths and/or weaknesses, and were includer, positivity, empathy, communication and developer. Includer is one of
examples of application (Source = Gallup)
my top strengths because I work so hard to make everyone feel accepted and
included. It is hard to gain respect from those you are leading if they do not feel
accepted into the group. Being an includer is so important to me because growing
up I did not always feel welcome into every group I was a part of, so I vowed to
make others feel the opposite. Positivity is described as those who have “contagious
enthusiasm”. I think one of the most important parts of being a leader is displaying
enthusiasm for those around you to show your passion. Empathy is also an
important strength to have so that you can understand others. Being empathetic to
others' situations and feelings is vital for collaboration. It is also the key respect
which is the most important thing you need to lead a group in my opinion.
Communication also proves to be important in many contexts whether it be
presenting a project in class, or just telling someone how you feel. Being able to put
your thoughts into cohesive words will help to establish your credibility while also
telling others exactly what you mean. My final strength is developer. This one is so
important to me because helping others develop their strengths and weaknesses is
what leadership is all about to me. Leading people to realize their potential is so
important. It also helps you build relationships with others. It also goes hand in hand
with most of my other strengths. Because I am empathetic, I want to help others get
to their full potential. Also, my positivity allows me to be optimistic about people
reaching their full potential. Communication has the potential for a shadow side of
weakness because everyone communicates differently. Despite how well you
communicate, there can still be things lost in translation to another person. (See
evidence #12)
References:
Gallup, Inc. (2020, February 28). What Are the 34 CliftonStrengths Themes?
Retrieved from https://www.gallup.com/cliftonstrengths/en/253715/34-
cliftonstrengths-themes.aspx
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
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)
.
“Scientific Management” theory of
. leadership by Taylor
of the above theory (Taylor)
.
“Management by Objectives” theory of
. leadership by Drucker
of the above theory (Drucker)

.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 n/a Servant leadership is the theory that puts serving others as the number one priority
“Servant Leadership” theory of leadership in leadership. According to Greenleaf, the servant-leader is one who is a servant
. by Greenleaf first. However, this approach is not a quick fix, it is inherently opposite of that. It is a
long-term, transformational approach with the potential to change our society for the
better. Characteristics of the servant leader are: listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to
the growth of people, and building community. The listening characteristic describes
the need for a leader to identify and clarify the main goal of the group. Listening to
everyone involved is vital to gaining respect and growth of both the group and the
leader themselves. A second characteristic is empathy. In a servant-leadership
perspective empathy is accepting and recognizing people’s uniqueness and special
talents. Empathy goes hand in hand with listening as listening to someone makes it
easier to empathize because you begin to truly understand the other person. Healing
is a characteristic vital for “transformation and integration”. Healing goes beyond
yourself but with your relationships with others. It is all about creating wholeness for
yourself, for your relationship with something and inherently making themself whole.
It builds on empathy and listening as those two components are important to begin
healing yourself and others. Awareness is another characteristic of a servant leader
that facilitates understanding of many issues including ethics, power and values.
Having this characteristic allows you to have a more holistic perspective to problems
that could disrupt the group effort. Persuasion is another characteristic that
emphasizes convincement over coercement to enhance decision making. It goes
hand in hand with listening as hearing others out and listening to their perspectives
can help persuade their way of thinking to work better with others. Conceptualization
is a characteristic that allows the leader to see beyond the current status. They are
forced to see past day to day into what allows the group to be the most successful in
the long run, while also keeping the day to day in mind. Foresight directly relates to
conceptualization. It involves the actions and consequences of the past, the present
reality and all outcomes of actions taken in the future. Conceptualization allows this
characteristic to exist because it is what allows the leader to conceptualize the past,
present and future they need to lead the group to success. Stewardship is defined
as “holding something in trust for another”. By building trust in another, you are
creating the level of respect needed to be successful. Commitment to the growth of
people that looks beyond what everyone in the group can do for the task itself but
focuses on facilitating their personal, spiritual and professional growth. Building a
community is one that can be difficult. It is the job of the servant leader to be able to
foster a community in any environment. This environment is a healthy and easy

space to work towards common goals with those you respect. (See evidence #2)
References:
Spears, L. C. (n.d.). In Practicing Servant Leadership (pp. 9–24)
Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of
Legitimate Power & Greatness. Paulist Press, Mawah, NJ.
28 Student will describe personal application HDF 190 humanitarian club in high school In high school I was a member of the Humanitarian club for three years and an
of the above theory (Greenleaf) officer of the club my senior year. The purpose of this club was community service.
.
Our school nurse, Nurse Flad was the faculty leader of the club and I saw all of the
characteristics of a servant leader in her. The characteristics of the servant leader
are: listening, empathy, healing, awareness, persuasion, conceptualization,
foresight, stewardship, commitment to the growth of people, and building
community. She would listen to all of the members of the community when planning
events for us to have. She was actively listening and taking their needs into account
to plan events that would directly benefit members of our community. She also
always displayed empathy. Regardless of who joined the club, she always brought
out their talents and used them to the best of their ability. One of the younger
students who was only merely acquainted with the student officers, had an amazing
art talent. Nurse Flad quickly brought this out in them and used them to make
beautiful flyers to provide awareness to our events. By using this empathy with this
individual student and many others she exemplified healing. She demonstrated
awareness through the fact she truly went out in the community to identify the
needs. She often volunteered at the bridge, an old folks home, despite her busy
work schedule and family commitments. Volunteering at the bridge and other spots
in our community gave her the awareness needed to help our club give back.
Persuasion was mostly used when we would run into scheduling issues or other
conflicts. Often it would be hard to reschedule our events due to the variety of
volunteers coming. Not only were high school students volunteering but adults from
other organizations. She could persuade conflicts in our favor so ensure our event
went as smoothly as possible. The club had mostly upperclassmen in it my senior
year. This was scary because the club needed members to keep it going. However
Nurse Flad, used her conceptualization and gave us tips to recruit underclassmen to
join our club and eventually lead it when we left. She was looking into the future of
our club and its community outreach. She exemplified stewardship through her
relationships with the students. She truly became someone I could trust and rely on
through my experience with this club. Not only did she attain my respect but all
members of the club. Lastly, her commitment to the growth of people is obvious. She
devoted her life to helping the growth of people in the community along with the
growth of me and my friends in the club. She truly was a servant leader. (See
evidence #1)
“Principle Centered Leadership” theory by
. Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
of the above theory (Deming)
.
“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
of the above theory (Grace)
.
“Situational Leadership” theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the HDF 190 n/a In class we discussed the relational leadership model. Because leadership is
“Relational Leadership” model by “inherently a relational, communal process” this model is vital to good leadership
. Komives, McMahon & Lucas (Komives 94). It starts with knowing, being and doing. Knowing is important as it
creates the understanding and awareness of not only yourself but others as well.
Being is important for relating the attitudes, values and morals of the group. And
doing is important to go a step further than being and actually relate the skills and
actions of the group and identify whether they are an accurate reflection of the
group. These three points allow the leader to start building good relationships with
the rest of the group to help them gain the knowledge and respect to successfully
lead others. The model then moves into 5 other points: inclusive, empowering,
purposeful, ethical and process-oriented. Being an inclusive leader means that you
make others feel safe and comfortable enough in a space to be themselves. In
collaboration, this inclusiveness is vital so that people can speak their complete
truth. If people are more willing to be themselves the collaboration will go much
smoother. To empower others emphasizes a space where people feel heard and
valued. Inclusiveness and empowerment go hand in hand as one main way to make
others feel included, is to empower them. To urge others to share how and what
they feel will spark growth in everyone involved. A purposeful leader is one that is
clear in their intentions. Being clear in your intentions is the most important to getting
things done. Without clarity, you are practically leading your group blindly. Without
realizing what you are working towards, you cannot work towards anything. Ethical
involves doing morally good things with your intentions and reflecting the values of
the members of the group. If your work does not reflect your values along with those
involved it is harder to feel passionate about your work. Ethics are important to feel
truly good about the work you have done. Process-oriented is the final point that
emphasizes the aspect of cohesion. The group members will share one goal and a
plan to maintain it. The process is how you get to your goal, without it you are
leading nothing. (See evidence #3)
References:
Komives, S.R., Lucas, N., & McMahon, T.R. (2013). Exploring leadership: For
college students who want to make a difference (3rd Ed.). San Francisco:
Jossey-Bass.
42 Student will describe personal application HDF 190 work Personal application of the Relational Leadership Model includes personal
of the above theory (Komives et al) observation of a leader in my life and how they could have led in a manner more in
.
accordance with the model. An example of a leader not acting in accordance with
the components of the Relational Model of Leadership that I have personally
observed, is my previous manager at my old job. I used to work at a pet store with
one manager supervising all of the employees. Because Tim was unable to follow
the relational leadership model, it was hard for me and the fellow employees to give
him the respect he needs to lead a successful business. It started out with his
disregard for knowing, being and doing. He was never able to be aware of other
perspectives and take feedback from other employees. For example, if I were to call
out sick for a legitimate illness, he was not empathetic and would tell me to work it
out completely on my own. If I was not able to find coverage, I had to go into work
regardless of how I was feeling. This lack of ability to empathize with me directly
correlated to a lack of respect back to him. I did not feel respected so I could not
respect him back. The model includes five main points: inclusive, empowering,
purposeful, ethical and process-oriented. Inclusivity is the ability to make people feel
safe and comfortable enough in an environment to be themselves. Tim did not
create a safe and comfortable environment. Me and my co-workers often discussed
how we could not wait until he would leave the store so we felt we could truly be
ourselves and interact/help customers to the best of our ability. He fostered an
unhealthy environment that inhibited our ability to do our job to our full effort.
Empowerment is the next aspect. It includes creating a space where all members of
the group feel valued and heard. Since Tim was not able to establish a “set of
environmental conditions that promote the full involvement of participants” starting
with inclusivity, it was impossible to empower all of us (116). No one felt as if their
thoughts went into helping the business move forward. There was also no way that
Tim’s feedback was the only input that he and his boss, Larry, needed to allow the
business to flourish. Because no one felt heard, no one felt valued there either. This

leads to a quick and often fluctuation of employees. New employees would then take
a long time to get fully adjusted to their position and eventually leave, making it very
hard for Tim to create a cohesive and successful work environment. He also never
established his purpose. Tim often explained to me his undergrad degree in English.
He wanted to become some sort of writer, or lawyer or even possibly a teacher. It
never made sense to me why he had been a manager at a pet store for so long. This
lack of an established purpose created a lack of motivation for me and the other
employees to work hard for him. He created no passion for this job or business. He
was obviously there just to make money to support his many hobbies that again, had
absolutely nothing to do with managing a pet store. His “why” was lost in actions
creating very limited support by his subordinates. Ethics were often lost in his
leadership style as well. The only values that mattered in his mind were those of
Larry’s, the company’s CEO. One example of a breach in values is very simple but
strong. Each year around the holidays a common greeting or goodbye to customers
would be to wish them “Happy Holidays”. However, since Larry was running a
christian business, he only wanted employees wishing customers a “Merry
Christmas”. Two of my top five values are social intelligence and kindness. Using
only a very exclusive greeting goes directly against two of my core values. I did not
want to use such a limiting greeting in my everyday life. However, Tim did not
respect the values of the overall group. It made me very uncomfortable and relates
back to his lack of inclusion and empowerment. The last aspect that Tim’s
leadership style did not reflect is process-oriented. His lack of the last four aspects,
did not create a cohesive environment. “Process refers to how the group goes about
being a group, [and] remaining a group” (132). Because employees felt so
uncomfortable in the environment Tim created, it was hard to remain a group. New
employees would come and go, making it very hard to create a common goal and
work towards it. With a relational leadership frame, Tim could have created a very
different environment. An environment that supported retention would be vital to the
rest of the relational model. If employees felt comfortable enough to stay through his
use of inclusion, empowerment and ethics, purpose and process would have been
much easier to achieve. We also applied this model in class, when we debated over
applications for Senate President. We often took into account the importance of
reflecting the model in this position. Reflecting the relational leadership model is so
important for a position like President of Senate at URI, because of the importance
of the decisions they are making. The President is making decisions for every
student who attends this university. Being ethical is vital to respecting the values of
the entire group. Not just some people’s values or the president’s themself. Utilizing
the values of all students in their process would be portrayed by Chris P. Bacon. In
their speech Chris emphasizes the importance of advocating for all students. This
means that he is willing to reflect the values of all students. This directly correlates to
empowerment. If the President’s actions line up with group values, it will establish a
sense of being heard and valued. Because Chris establishes his ethics, he is also
able to foster a sense of empowerment towards the students. Each candidate
establishes their purpose. However, Mark Ateer is the best at communicating his
purpose with distinction. Mark provides the most specific examples. His purpose
includes his many skills that he has gained through his experiences like “managing a
budget, working on a board and implementing the voices and opinions of my
brothers who may not be in a position where they can speak up”. Because Mark
establishes his purpose, he is also addressing the aspect of process. Their provided
examples create an outline for how they will lead all of the students as Senate
President. It establishes a plan and purpose and assures students that Mark has a
similar goal as the student body. (See evidence #2)
concept of constructivism
.
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF 190 n/a In HDF 190 we learned about the theory of the social change model of leadership
“Social Change Model of Leadership development. We learned that it is one that addresses what social change is and
. Development” by Astin et al what it is not. This model recognizes the fact that social change is not simple. In fact,
it can often be very difficult and complex. Social change is outlined into the fact that
it addresses the root of the problem, is collaborative and is not simple. The model
figures out what the root of the problem is and addresses it. It does not “fix” one
aspect of the problem. The example given by Astin is a headache. Often a quick fix
to a headache is through Advil or tylenol to make it go away. However, these
medicines do not keep your headache from coming back. You need to address the
underlying cause of the headache whether it is lack of sleep, dehydration or even
something more serious like a brain tumor. The root needs to be addressed and
taken care of to prevent the issue from recurring. That is social change. Although
small acts meant to help a small part of the problem are valuable, they are not acts
of social change. The next aspect is that social change is collaborative. It is vital to
build relationships with others, and to use those relationships to make a change.
Those most affected by the change, should have some sort of say in the changes
being made. This way you are “working with others and not unto others” (Astin 13).
Although social change is something that sounds appealing for many to attempt, it is
not simple. The best way to explain the complexity of social change is one given by
Charles Strain. It relates to the old proverb “give a man a fish and you feed him for a
day. Teach a man to fish and you feed him for a lifetime”. While this idea is a great
one, it does not address the complexities that comes with social change. Strain
challenges this by recognizing context. People will need something to eat while
fishing, it also assumes that people have access to a lake and fishing equipment and
that industry waste has not made the lake fish inedible. These challenges show that
social change involves coordinated efforts from people in all aspects of life and a

sustained effort to have results that change the root of the problem. This is one of
the biggest challenges of social change. This complexity of the model is what can
inhibit change from occurring. There are 5 possible pitfalls of social change:
paternalism, assimilation, a deficit-based perspective of the community, seeking a
magic bullet and ignoring cultural differences. Paternalism is the idea resorting the
one receiving help to a “childlike” status. The ones facilitating the social change
cannot act as they have expertise that the recipients do not. Creating equal
relationships with change empowers those recipients to create their own solutions.
Assimilation is assuming that the way one community addresses an issue is the only
correct way. Differences need to be addressed to create a sustainable solution. A
deficit-based perspective focuses on the wrong thing. The assets of a community
need to be recognized to create solutions. Seeking a magic bullet is a problem
because there is never one solution to a social change issue. Ignoring cultural
difference can be a problem as often there are dietary restrictions or other religious
restrictions that make what seems a solution, the opposite. Avoiding these pitfalls
mainly revolves around utilizing the community receiving help, to fix issues to ensure
a sustainable solution. The model integrates 3 different values. Group values,
individual values and society/community values are vital for change. (See evidence
#2)
Resources:
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.
48 Student will describe personal application HDF 190 Sorority Although I have not personally been a part of an act of social change in my life up till
of the above theory (Astin et al) now, with the knowledge I gained of the theory I am better prepared. I can spread
.
awareness about social change, what it is and what it is not. I feel by making
awareness of the fact that social change is meant to get to the root of the problem, it
will inspire many people to take action. I also now recognize that social change is
not able to happen with one individual. Since it is such a complex process, many
people need to be involved in the process. By using the girls in my sorority I can
begin to tell them about the theory that I have learned and what we can do to help.
Every year we fundraise thousands of dollars. Although raising money in itself is not
an act of social change, we can research and find a social change cause that we all
find important. We can choose to donate our money to that social change cause. We
will recognize that whatever we donate our money to will not be a quick fix of
whatever problem being addressed, but it will help out those who are fixing the root
of some problem. (See evidence #14)
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
.
et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance
Chaos approach to leadership by
.
Wheatley
of the above theory (Wheatley)
.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
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
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
the “Configuration of Power” (Franklin)
. and its relationship to leadership
application of the “Configuration of
. Power” (Franklin)
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
. development above
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
. above
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.)
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
. relationship to leadership
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)
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
.
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
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
. Model (Jackson)
94 Student will show personal application of
the Multicultural Organizational
. Development Model (Jackson)
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 HDF 190 Leadership Institute In HDF 190 we learned about what it takes to be an inclusive leader. An inclusive
inclusive leadership leader is one who truly takes everyone’s ideas and perspectives into account when
.
making group decisions. The inclusive leader uses everyone’s talents and makes
everyone in the group feel as though they belong. Often in groups, relationships can
form that can ostracize others and make them feel like they are a less important
asset to the group. This is when the inclusive leader steps in and makes everyone
feel heard and as though they belong in this group. Two of my top strengths are
includer and empathy. I feel as though these two strengths create my personal code
of inclusive leadership. The fact that I am an includer will make it easy for me to
address everyone and make everyone feel like they belong in the decision making of
the group despite background or prior relationships. My empathy will be
advantageous as this will help me to use the various backgrounds and perspectives
in the group to help the group’s success. With a breadth of perspectives comes a
breadth of ideas. By utilizing every person in the group, more ideas and creativity will
flow to get to our goal. Leadership Institute was a place where I truly saw inclusive
leadership in action. This foundation helped to create my personal code. Every
single peer leader made me feel as though I was a part of this huge group despite
feeling as if I did not know anyone. If I was ever sitting alone, it was not for long, etc.
They also ensured that everyone was heard, whether it was through sitting in circles
or splitting up into smaller groups so that we could effectively share. My experiences
at leadership institute definitely helped to shape the two of my strengths which
outline my personal code. (See evidence #11)
Outcome Category: Critical Thinking
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 HDF 190 Sorority To fulfill 20 of the outcomes, I had to do some further research on my own. Upon
decision making methods my research, I found 5 decision making methods to be: voting, ranking, scoring,
.
multiple votes and voting rounds and iterative convergence. The first method,
voting, is just having members of the group vote for a decision. Votes can be raised
hands, casting ballots, etc. and then taking the majority’s decision. The only
problem is, if the voting is not done anonymously, you can run the risk of peer
influence. People could vote to “fit in” instead of voting for what they truly believe in.
In my sorority, at chapter meetings when we make decisions for rule changes,
sister of the week, etc. we always put our heads down so everyone can vote for
what they think is right without the influence of others. The next method is ranking.
Ranking allows the group to vote, and allows the opinions of others to be more
heard. It shows where the group's opinions lie instead of dividing the group into
their top decisions. The third method is scoring. Scoring provides another in depth
method to see where the group’s opinions lie. The group would evaluate the
characteristics of the decisions which could even help you come up with a better
decision to fit the group better. Method 4 is multiple votes and voting rounds. It
would allow the decision with the most votes to move on to further rounds until one
decision is chosen. This method provides a way for the group to vote without
restriction, especially if they favor more than one decision. The final method is the
iterative convergence method. This method allows decisions to be altered based on
the group. Members will write in decisions and then members will anonymously
provide feedback. This feedback will change the decisions to better comply with the
rest of the group and eventually lead to one decision made for the group. (See
evidence #14)
References:
Lid, V. (2016, May 28). Five Great Methods for Group Decision Making.
Retrieved from http://meetingsift.com/5-useful-methods-for-group-decision-
making/
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
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)
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)

108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
functions of group communication by
. Hirokawa
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 HDF 190 BIO 302 A time when I both gave and accepted was in my animal development class this
and accepting feedback. Tour Guide semester. Our semester project is a summary of a scientific article. We had to write
. Dance a draft and submit it to elireview, an online peer editing site. On this site we had to
review 3 of our classmates’ papers and receive feedback on our own. Giving
feedback on other papers allowed me to recognize good and bad things that I had
done in my paper. I then received feedback on my paper to help me better revise it.
Feedback in this instance was very constructive and both giving it and receiving it
benefitted my paper and my grade.
Another instance where I received feedback was when I danced in high school. I
was a part of a dance company which I had to audition for every year. Each year,
they would give us feedback on things we were doing well and things we needed to
work on. I took this feedback to further develop my skills. Each year I was excited to
see this feedback written down as it made me want to work harder.
This semester I trained to be a URI tour guide. During the whole process I was
giving and receiving feedback to better my tour guiding skills. We had 3 mock tours,
where it was just me and a trainer and we went through the tour. After each of these
I would sit down with them and they would go through the whole tour, highlighting
things that I should continue doing and things that could use more work. This
feedback was what made me feel ready to give tours. I was able to remember the
good things while also tweaking and adding things I needed to make the tour
exciting and informative. This training process also forced me to give feedback to
other training tour guides. We would often have activities where one person would
present a part of the tour and we would give them constructive feedback. Again, I felt
as if giving feedback was just as beneficial to me as receiving it. Giving it allows you
to reflect on what you do and what you liked that someone else did, you can
incorporate into your tour. (See evidence #9)
115 Student will show knowledge of the 7D
coaching model (Knott)
.
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
.
facilitation techniques
.
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
framing based on psychology and its use in
. group facilitation
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
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
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 HDF 190 Student Council in high school One time I had to deal with a difficult person was when I was on the student council
using techniques to work effectively with work in customer service cabinet my senior year of high school. We were planning a dance marathon to raise
. difficult people money for childhood cancer for our school and it was the second one we had ever
done, so there were a lot of kinks to work out. The “head council” for planning this
event was the cabinet of the student council and my school’s cancer society working
together. Unfortunately, the student council president was talking extremely poorly of
the event. Getting students to attend was one of the most difficult parts of our job.
When someone was talking negatively about the event, especially someone involved
in the planning, it made students not want to attend. Everyone on the head council
noticed and heard that this student was doing it and it hurt all of our feelings.
Especially being president, part of your job is to advocate for all events and be a
school leader. Some of us wanted to go to our faculty advisors but we decided to
talk to him directly and tell him how we felt. He often was someone who did not listen
to people well or take criticism well as he would get defensive really quickly and talk
negatively about us later. We were nervous that talking to him would do nothing.
However, we chose one person to talk to him so he did not feel as though we were
ganging up on him. Because it was one person, he was listening and understanding
and thankfully did not lash out. We made sure that the person talking to him made
sure that he knew the purpose was not to argue but to genuinely let him know that it
was hurting out feelings. Because we went into it fairly, he responded so well. He
stopped talking negatively about the event and even started putting more work into
it. It also made all of our relationships stronger because we bonded over this conflict.
Another time I have had to deal with difficult people is at work. I have had 2 jobs and
both included customer service. One customer in particular that was difficult to deal
with was in my job at the pet store. A customer came in and seemed very flustered
and in a rush. She asked to get a food that my manager was supposed to special
order for her and was supposed to be in by then. I was the only person working at
the store and the food had not arrived yet. I told her that the food was not here yet
and that the food of those brands comes in on x certain day. This is when she began
to be a difficult person to deal with. Right when I explained that to her she got
extremely upset and started yelling in my face, getting uncomfortably close. Being
the only worker at the store I had no backup. She was yelling at me and calling me
names which began to upset me. I understand that it can be frustrating when your
product is not here, but I was not the manager and it was out of my control. I decided
to let the customer rant til they were done and not respond at all. There was not a lot
I could do. Once they were done yelling at me, I was able to apologize and assure

them that my manager will order it and it will not happen again. The customer did not
want to listen to me and stormed out. Although there was not a lot I could do to deal
with this customer, how I chose to respond to them was my way of dealing with
them. If you do not allow someone to upset you and get under your skin, especially
when you know it is not your fault, you will remain calm and will be able to move past
it very quickly. (See evidence #13)
132 Student will show knowledge of the stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Student will show knowledge of group roles
and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
.
137 Student will describe personal examples of HDF 190 n/a In HDF 190, the whole class was broken up into smaller groups. Within my smaller
membership skills in use NRS 223 groups we did projects, had discussions and helped each other out with the class.
.
Through being a member of this group I had to use my membership skills.
Collaboration is a big part of a group which I often had to use. We had to work
together a lot and always had a good time. Another aspect of membership skills I
used was building relationships. I only knew one person in my group of 8. I built
relationships with each person in my group through this class which was incredible. I
used my relationship building skills to create friendships and bonds that I know will
support me through my entire college journey.
Another time I had to use membership skills was in a group project in my
conservation biology class. I had to use my communication skills to get the project
done and in time. I had 2 other group members to work with. My communication
skills helped the project get done smoothly. I also was flexible. We had to present
this project the monday after Thanksgiving break. One of my members got stuck in
the snowstorm and wasn’t back on campus in time for our 8am presentation. Me and
our other group member quickly adapted and learned the presentation so we could
go over her part. (See evidence #4)
Challenge and Support theory by Sanford,
. and its relationship to organizations
using the theory of Challenge and Support
. (Sanford)

construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in HDF 190 n/a At the end of my grand challenge course vaccines and society I had to give an
informative and persuasive public speaking HIS 112 informative presentation. It was a group presentation on how vaccines are made. I
.
had the specific part of the manufacturing of vaccination. My part was approximately
6 minutes so I had to prepare a large bulk of information to present. To create an
informative presentation I spent about a week researching and organizing my data. I
then put my organized research into the presentation and practiced for 3 days before
my presentation. Because I had organized my data before I created the presentation
I was already very familiar with the information and practicing and feeling
comfortable with my presentation happened quickly. I felt so confident and
comfortable the day of my presentation that I was able to inform my classmates with
ease. I was also able to answer all questions they had with confidence. I was a little
nervous but once I began to present I felt so natural. My professor’s comments
included how clear my speaking was and how prepared I was. I felt confident when
giving the speech but my professor’s only positive comments truly shows that I gave
an informative presentation. (See evidence #10)
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
preparing for and being interviewed
.
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
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
related to maintaining accountability as a
.
leader
152 Student will describe ways to build
relationships between leaders and
. members
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
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
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
related to being a peer leader and being
. led by peers
Evidence
#1: #2:

#3: #4:

#5: #6:

#7: #8

#9: #10:

#11: #12:
#13: #14:

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LEADERSHIP

Name: Jacqueline Carroll

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

Leadership Inventory Revised 08/22/2017 5

Leadership theory and 3. Broaden Your Perspectives…

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 9

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 13

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 21

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 25

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 29

Leadership Inventory Revised 08/22/2017 31

Leadership Inventory Revised 08/22/2017 32

Leadership Inventory Revised 08/22/2017 33

Leadership Inventory Revised 08/22/2017 34

Leadership Inventory Revised 08/22/2017 35

Leadership Inventory Revised 08/22/2017 36

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