Os - Leadership Inventory hdf190-2

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Olivia Santucci
Date Enrolled: 01/28/2020
Date of Graduation: December 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.
CONTENTS
ABOUT THE MINOR & CSLD
· 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, Syllabus, Mid-term, 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 Class options Notes

Element
Introductory HDF 190: Introduction to Leadership Issues (FLITE) Only offered in spring for first-year students
Course or
3 credits 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
3 credits or 120 hours of documented internship experience for graded credit
Experience through Center for Career and Experiential
Education
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to seniors
3 credits Leadership
or
Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
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 COM 402: Leadership and Motivation HDF 416: Leadership in Organizations
US (capstone option) HDF 417: Leadership Minor Internship
BUS 341: Organizational Behavior COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 342: Human Resource COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
Management COM 421: Advanced Interpersonal HPR 118: Honors Course in Speech
BUS 441: Leadership & Motivation Communication Communications
(capstone option) COM 422: Communication and HPR 203: The Prepared Mind
BUS 443: Organizational Design & Conflict HPR 412: Honors Seminar (capstone
Change COM 441: Race, Politics and the option)
BUS 448: International Dimensions of Media MSL 101: Introduction to Military
Business COM 450: Organizational Leadership
BUS 449: Entrepreneurship Communication MSL 201: Leadership & Military
COM 100: Communication COM 461/462: Managing Cultural History
Fundamentals Differences in Organizations MSL 201: Military Skills and History
COM 202: Public Speaking CSV 302: URI Community Service of Warfare
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s MSL 202: Leadership & Team
COM 210: Persuasion: The Rhetoric of Studies Building
Influence GWS 310: Race, Class, Sexuality in MSL 301: Leadership & Management
COM 221: Interpersonal Women’s Lives PEX 375: Women in Sport ‐
Communication GWS 350: International Women’s Contemporary Perspectives
COM 250: Small Group Issues PHL 212: Ethics
Communication HDF 190: Introduction to Leadership PSC 304: Introduction to Public
COM 302: Advanced Public Speaking Issues (FLITE) (introductory Administration
COM 308: Advanced Argumentation course option) PSC 369: Legislative Process and
COM 322: Gender & Communication HDF 290: Modern Leadership Issues Public Policy
COM 351: Oral Comm. in Business & (introductory course option) PSC 504: Ethics in Public
the Professions HDF 291: Rose Butler Browne Administration
COM 361: Intercultural Communication Program Peer Mentoring Program SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 412: Historical, Multi‐Ethnic, & THE 221: Stage Management
COM 385: Communication and Social Alternative Leadership (capstone THE 341: Theater Management
Influence option)
HDF 413: Advanced Facilitation and
Consulting Skills
HDF 414: Leadership for Activism
and Social Change
HDF 415: 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:
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 Additional Descriptive notes regarding learning and practice
class Experiences
1. Student will demonstrate

autonomy and a minimized
need for approval
2. Student will demonstrate HDF 190 To keep myself organized I use a daily planner, my phone
personal, organizational, calendar to track my monthly dates, events and activities as
and academic examples of well as a whiteboard calendar which is color coordinated.
self-discipline This is how I not only keep myself sane, but it is how I stay
updated with my assignments and how I plan out my life by
the week. I have also created a weekly to-do list using the
post it application on my laptop. I have three sections of this,
the day by day to do’s, a list that breaks up my assignments
by course and then things that are due for the upcoming
week so I can start to work on those if I find myself with free
time. These things allow me to stay organized, up-to-date on
my work and make sure that I account for all the things that
need to be done. This is how I keep my grades up and how I
encourage myself. Each time I get to check something off
my list, I feel a little more productive.
See Evidence #1
3. Student will demonstrate the HDF190 I manage my emotions in many ways. One of the most
ability to manage emotions effective things that I do is journaling. Sometimes my
emotions can inevitably overtake me but for the most part I
have learned and been consistent with being capable of
controlling them. I have and will continue to work to manage
them and understand them to let me grow as a person. I do
my best to write everyday. I write everything. What
happened, what I did, the people I saw and talked to, the
things I did, and also the way each of these things made me
feel. This self reflection really helps my mental health and it
allows me to feel all of my emotions.
See Evidence #2
4. Student will demonstrate HDF190 It is inevitable to experience stress in our lives and for
knowledge of stress myself, I sometimes feel like I am drowning it in. Whether it
management methods be family stressors, a loss, school, work, the fear of the
unknown or anything else. Life is stressful. There are many
things that cause us to feel stress but there are also many
ways that we can manage it. To manage my stressors, I
choose to listen to music, play guitar, snuggle my dog and
stay active. I also enjoy baking because it is something that
my Nana and I did together and it is a special memory I have
with her.. Lastly, I paint and color in a coloring book.
See Evidence #3
5. Student will demonstrate the *HDF190 The past year has had too many things happen to count. I
ability to manage stress have faced stress this year in particular that I would never
wish on anyone. I have seen people I love struggle in ways
no one should. I have seen the people I love stare death
straight in the eye and struggle and I have lost people that I
love. Through these terrible experiences, I have also had the
opportunity to learn so much about myself. I have learned
how to use these experiences to push me to work harder
and be the best version of myself that I can be. I use all of
my distractions and management skills to focus on my goals
and push forward.
See Evidence #3
6. Student will express a HDF 190 My personal code of leadership/ membership ethics is what
personal code of I will always live by. It is the way I will always live my life that
leadership / membership is based on the ability to help other people. It is standing up
ethics for the underdog, leading by example and always going out
of your way to spread kindness. If you had asked me a few
years ago, I would have said that leadership is being the
head of the pack, the person that everyone listens to, the
loud one. But since my URI Leadership experience has
begun, I have come to learn that every single person can be
a leader. Not all leaders are extroverts. Not all leaders are
loud and have the highest energy in the room. No two
leaders lead the same. The people I have come across as
some of the best leaders in my life have been people who
make others feel. Each one has their own unique set of
strengths and values and they know how to utilize them to
inspire the betterment of others.
See Evidence #4
7. Student will demonstrate *HDF190 The way I demonstrate my personal code of leadership/
practice of the personal membership ethics is through my everyday life as well as all
code of ethics of my service to others. In particular my service with Special
Olympics of Rhode Island and with the VA Post 913. These
are two organizations that are very close to my heart and
two places where I feel that my service is making a
difference. It is where I am able to help people and where I
am capable of helping people better themselves and feel just
a little bit better.
See Evidence #4
8. Student will express a HDF 190 VIA Character For HDF 190, we were asked to complete the VIA strengths
personal values statement Assessment exercise. My top 5 VIA Character Values were kindness,
(Sources = VIA, values spirituality, curiosity, gratitude and teamwork. Although
clarification exercises, etc.) everyone might have a different connection to these, I have
tried to think of the specific ways that each of these are
connected to me and relate to my life on a unique level.
Kindness. It has many meanings and there are so many
ways to express it in your everyday life. My second value
was spirituality, I feel like this one surprised me the most
but I was glad that it came up. This assessment helped me
realize that my faith and spirituality has a big influence in my
daily life.It gives me a chance ot believe in something and
not need it to make sense. It has one meaning to me and
something totally different to someone else and that it totally
fine. Curiosity was third on my list and I think that it is fitting
because I have a longing to always learn something new. I
love having something besides just school to focus on and
hobbies and clubs and organizations, my passions and my
studies, they all lead to curiosity and that is a wonderful
thing. My 4th was gratitude which honestly I expected to be
my top because everything I do is to show my gratitude. I do
my best to be conscientious and compassionate and to
understand things on a deeper level so that I can appreciate
them more. My 5th value was teamwork. Teamwork is
having an open mindset and being open to new ideas and
viewpoints. It means being genuine with who you are and
having the drive to show others the importance of sharing
ideas with other people as well. These are all very important
aspects of my life and I am glad that we got to do this for
class and spend time analyzing.
See Evidence #5
9. Student will demonstrate HDF 190 VIA Character Kindness:

practice of the personal Assessment Specifically for me, I feel that kindness is just who I am, it's
values statement how I was raised and explains how I diligently try to show to
others everyday.
Spirituality:
I grew up going to church every Sunday, and I have been
confirmed in the catholic church but after that, I sort of just a
sense of it and stopped making this practice a priority. I
would never consider myself as a very religious person but I
had always felt a sense of home when I stepped into my
church, recently having gone back, I do not feel that same
sense of belonging and I am working to get it back. This
assessment helped me realize that it is in fact a big
influencer in my daily life.
Curiosity:
I have a longing to always learn something new. Anything
from my major, my weekend job or the ins and outs,
especially cars at the moment.
Gratitude:
Everything I do is to show my gratitude. I do my best to be
conscientious and compassionate and to understand things
on a deeper level so that I can appreciate them more.
Teamwork:
I love to work collaboratively with my peers on projects.
Throughout my 13 years of school, I was never not on a
team. Sports and clubs have always been a huge part of my
life. These are all very important aspects of my life and I am
glad that we got to do this for class and spend time
analyzing.
See Evidence #5
10. Student will demonstrate the

ability to lead a project from
start to finish (follow-
through)
11. Student will describe goals *HDF 190 My goals are based around my ability to be constantly
and objective statements helping people. I have chosen a career goal that gives me
regarding personal issues, this opportunity and that is Nursing. I will achieve this goal
career issues, and through hard work and dedication to my education as well as
community issues going above and beyond to help those in situations and
times of need. I will work through this profession to better not
only my patients and coworkers but also the patients'
families, the students that follow me and the community
within which I serve.
See Evidence #6
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 & Sims theory to
own life
17. Student will describe HDF 190 Gallup After taking the Gallup Strengths Assessment, my results
StrengthsQuest Signature Strengths showed that my top 5 are belief, learner, arranger,
Themes, shadow side of Assessment includer and positivity. Belief, to me this has many
Strengths and/or different meanings but I think in the case of this assessment
weaknesses, and examples it was more leaning towards being my belief in people. I
of application (Source = always seek out the best in a person because I feel like if
Gallup) everyone around you is at their best, you are more apt to do
your best as well. I believe I got the learner strength
because I am constantly hungry to find out more. Not only in
school and my home life which revolve heavily around
medicine and research in the health field but I also love to
learn about people their thoughts about the world. (Also I
have a random fascination of cars) My third strength was
arranger which comes as no surprise to me. I am constantly
planning and organizing, not so much in like a color
coordinated thing but more of a checklist, and making a list
of steps to reach a goal. Next, I got includer which I also
find very fitting. Throughout my life I have always been a
very open and approachable person. I have always found
ways to go out of my way to respect people for who they are,
make sure they know they have a place and to help
everyone in a room of a thousand people feel together,
present and heard. Lastly, I got positivity, this strength also
seems fitting to me because I think that if you lose your
mindset you lose yourself. Your mind has SO much power
and the minute you let your negative thoughts overtake your
whole being is when the bad wins. If you stay positive and
never give the power to the bad, it can never get the best of
you. I have truly gotten the opportunity to use all my
strengths, not only in the classroom but all throughout my life
and I know I will be more able to express them in a way of
helping others as we navigate through this course.
See Evidence #7
18. Student will describe HDF 190 My personal leadership style is to spread peace, love and
personal leadership style smiles. Demonstrate and live by kindness. Encourage others
and/or personality style to reach their most full potential and make the most of the
including strengths and time they have to spend on the goals at hand. Throughout
weaknesses and examples this class we have taken assessments to tell us what our
of application (Sources = strengths and values are and I have since been able to
Leadership style inventories, understand, recognize and apply my strengths and values.
the L.P.I., Type Focus Through this process, I was able to see what is really
(MBTI), LAMP, DISC, and important to me and recognize the things that push me to be
other career inventories, the best version of myself. Helping people and spreading
etc.) kindness. This class is why I decided that when the time
came, I was going to face another interview process for a
position as a URI 101 Mentor. Throughout this process I
found myself utilizing my strengths. In the fall I will be a
mentor for first year Elementary/Secondary Education
students and I have the CSLD to thank for giving me the
skills and the confidence I needed.
See Evidence #5 & #7
Outcome Category: Leadership Theories
Outcome Target Additional Descriptive notes regarding learning and

class Experiences 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)

knowledge of the
“Scientific Management”
theory of leadership by
Taylor

above theory (Taylor)

knowledge of the
“Management by
Objectives” theory of
leadership by Drucker

above theory (Drucker)

knowledge of “Theory X
and Theory Y” theory of
leadership by MacGregor

above theory (MacGregor)
27. Student will show HDF 190 In HDF 190 we studied servant leadership. The Servant
knowledge of the “Servant Leadership theory was created by a man named Robert
Leadership” theory of Greenleaf in 1970. This theory is a compilation of 10
leadership by Greenleaf characteristics. These 10 are listening, empathy, healing,
awareness, persuasion, conceptualization, foresight,
stewardship, commitment to the growth of people, and
lastly, building community. Each and every one of these
characteristics are unique from one another but yet they
fit together like puzzle pieces. Each one of them is as
important as the others and different leaders will have
them in different ratios and display them differently
throughout their everyday lives. Listening, this is a very
important one because it is dire to truly hear and
understand what a person is trying to get across to you.
When someone is talking to you, listen actively. Pay
attention to not only what they are saying but also their
body language. Show them that you are listening by
giving them your undivided attention and asking clarifying
questions after they finish their entire thought. Empathy
is the next characteristic and this one is very important. It
is being 100% present. Being with them and feeling for
them rather than just showing them sympathy. Putting
yourself in someone else's shoes to better understand
not only where they are in a situation but also, who they
are and how they are feeling. Healing is truly being there
to support someone when they need it the most. It is
important to listen in order to empathize to help people
heal. This means that when someone is healing you
should be understanding where they are mentally,
showing them you are feeling with them and then cater
your support to their needs. Support them how they are
showing you that they need to be supported, not just how
you think you should be helping them. Awareness is
knowing how and when to help. The difference of thinking
you know and paying attention to what you observe.
Seeing and analyzing the situation can help you decide
where you can best assist and serve others in their time
of need. Persuasion is how a person can lead a group to
a common goal, thought, or action plan. To do this
effectively, everyone should feel heard and considered
and when a decision is made, each participant should
feel valued and as though they agree with the outcome in
some way. Conceptualization is taking the extra minute
to strategize, break down the vig picture and make it
simple. Allow everyone time to get to the same
headspace and think out the process. Foresight is being
able to look ahead. To use what you have learned in the
past, analyze your present situation and look at what the
possible outcomes could be in the future and create a
game plan to identify the possible consequences.
Stewardship is upholding values. Knowing that the
outcome of your work should reflect the greater good and
betterment of the community you are serving.
Commitment to the Growth of People is committing
yourself and your service to everyone around you. The
urge to see everyone succeed and being able to lead
with clear eyes, see the person for everything they are
and what they have to offer. Encourage them to be their
best selves, to serve others using each of their strengths
and teaching them that their weaknesses are also some
of their best and most applicable strengths for leading in
the service of others. The last is Building Community,
this means that you understand the power in and
effectiveness of togetherness. Standing together and
bonding over the common goal of the group can make for
more successful and impactful service.
See Evidence #8
Citations:
Greenleaf, R. K. (1977). Servant Leadership: A Journey

into the Nature of Legitimate Power & Greatness. Paulist
Press, Mawah, NJ.
Hunter, J.C, (2004). The World’s Most Powerful

Leadership Principle: How to Become a Servant Leader.
Crown Business, New York, NY.
Spears, L. C., Lawrence, M. (et al). (2004). Practicing

Servant Leadership: Succeeding Through Trust, Bravery,
and Forgiveness. Jossey-Bass, San Fransisco, CA.
28. Student will describe HDF 190 When I think about the Greenleaf's servant leadership
personal application of the *RYLA model that we have studied in HDF 190, my mind rushes
above theory (Greenleaf) 7950 through thoughts of my service over the years. In
particular, RYLA stands out to me. RYLA is the rotary
youth leadership group I have been a part of since 10th
grade and the group focuses on building, growing as an
individual and learning to efficiently and effectively lead
through the service of others. RYLA meets Sundays
throughout the school year in preparation for a
conference weekend in mid-late May. We hold the
conference as both an active and interactive workshop
and each year we plan and conduct a new service
project. Each year the project benefits a local group,
organization or cause. We vote on an issue, look at ways
that we, a group of students can help and we execute.
This is the program that has resided in me as a work of
service. Being a part of this team has taught me so much
about myself and others and the way we can learn and
lead through others through our service. Service can be a
part of our everyday life if we make it, if we are mindful of
it. Making everything you do and each conversation you
have a powerful and purposeful thing is power within
itself.
See Evidence #8
Citations:
Greenleaf, R. K. (1977). Servant Leadership: A Journey
into the Nature of Legitimate Power & Greatness. Paulist
Press, Mawah, NJ.
Hunter, J.C, (2004). The World’s Most Powerful

Leadership Principle: How to Become a Servant Leader.
Crown Business, New York, NY.
Spears, L. C., Lawrence, M. (et al). (2004). Practicing

Servant Leadership: Succeeding Through Trust, Bravery,
and Forgiveness. Jossey-Bass, San Fransisco, CA.

knowledge of the
“Principle Centered
Leadership” theory by
Covey

above theory (Covey)

knowledge of the “14
Points / TQM” theory of
leadership by Deming

above theory (Deming)

knowledge of the
“Visionary Leadership”
(now often cited as
“Transformational
Leadership”) theory by
Sashkin

above theory (Sashkin)

knowledge of the
“Individuals in
Organizations” leadership
theory by Argyris

above theory (Argyris)
37. Students will demonstrate HDF 190 Good vs. Bad In HDF 190, we were taught about the “4 V’s” theory of
knowledge of the “4 V’s” Leader Activity leadership which was created by William Grace. This
theory of leadership by (large class in theory explains his way of thinking about classifying
Grace (Center for Ethical Union) someone as a leader and the way that we learned this in
Leadership) class was through the Good vs. Bad Leader Activity we
did when we had a large class at the Union. According to
this theory, ethical leadership is knowing your core values
and having the courage to live by them through both your
service and your everyday life. The four V’s are values,
voice, vision and virtue. They help a leader to establish
how they do their service. First is values, this is the mere
essence of why we personally do our service.
Understanding that each person has a unique set of
values and that they should always stick to these values
even when it is not the easiest thing to do. In order to
effectively use ethical leadership we have to learn what
this means to us and figure out how we can use our own
values to better understand and serve others. The
second is voice, this is important because if we do not
understand how to communicate and use our voice
properly we will not be able to effectively collaborate with
other people to achieve our common goal. Next is vision,
we need to be able to visualize how our contribution and
actions will help. Making a snapshot in your mind of how
you can connect to other people on a deeper level so you
are able to connect and work together more purposefully.
The last of the four V’s is virtue, this is the ability to show
how things are going to have a positive impact. These
four V’s incorporate three elements. These are service,
politics and renewal which show how you serve people
with a purpose and clear vision with the publics’ best
interest in mind by continuously ensuring the community
that you are serving them based on a vision set by your
values.
See Evidence #9
38. Student will describe Each person you encounter in your life will have their
personal application of the own unique set of values and they will live and serve by
above theory (Grace) abiding by them. In order to effectively use ethical
leadership we have to learn what our own code of ethics
means to us and figure out how we can use our own
values to better understand and serve others. The way
that I do this is by standing up for my values, using my
voice to empower and encourage the others and the
betterment of the greater people, visualizing how my
service will help people and acting on it, and lastly having
the ability to show how each of my actions will positively
impact people.
See Evidence #9

knowledge of the
“Situational Leadership”
theory by Hersey &
Blanchard

above theory (Hersey &
Blanchard)
41. Student will show HDF 190 The relational leadership model is a 5 component model
knowledge of the that helps leaders navigate their training and figure out
“Relational Leadership” the type of leaders they want to become. The 5
model by Komives, components of this model are inclusive, empowering,
McMahon & Lucas purposeful, ethical, and process-oriented. To be an
includer it is very important to be a good listener, to be
present and truly in the moment with whoever you are
interacting with. An includer makes you feel, makes you
feel a sense of belonging and makes you feel understood
and heard. The includer component, to me is the glue
that holds the rest together. If someone does not want to
include others then there is no group, there is group,
there is no common goal and there are no relationships
forming to help get you to a place where you can be a
leader. Without other people, togetherness and
connectedness, you have nothing. People make your life
worth living and the things you do worth doing.
Empowering is an important aspect of the relational
leadership model because it gives each person a positive
sense of self. Self-importance and self-worth are very
important and they both intertwine with your thoughts of
self-esteem. It is only once you value yourself and when
you know your own worth that you can inspire others to
do the same. Purposeful to me is a sense of being
mindful. Being open and honest with your thoughts,
actions, and intentions, and most importantly, finding your
‘why’. This allows you to establish your goals for the
group and make sure that your intentions are in
alignment with the rest of the group. Being ethical is
having a plan and making sure that your plan is driven by
similar values by everyone in the group and that each
person feels that they are understood, accepted and
heard in this safe space. Process-orientated is having a
sense of organization and order. To me it means making
lists, having a plan or steps to follow to help everyone be
one the same page and focus on the actual process of
putting a plan into action together.
See Evidence #10
42. Student will describe HDF 190 - Best buddies (7th This model is very useful in everyday life and is pretty
personal application of the grade-college) much a valid way to aim for mindfulness when you are
above theory (Komives et -Unified Sports going through your day to day. When working with both
al) -CNA program unified sports and best buddies in middle school and in
high school along with my CNA clinical rotations, and the
Best Buddies program here at URI, I find myself applying
this model quite often. The main goal of these groups are
to be inclusive and ethical in your mindset, thoughts and
actions. Unified sports and best buddies, alike, have
INCLUSION as their main priority. These groups help
encourage interactions as well as help foster one on one
friendships between students and community members
with and without intellectual and developmental
disabilities and provides them with common ground
whether that be sports or the club itself. As for the CNA
program, similar to a nursing practice which is my area of
study, really pushes empathy and being ethical with your
work. You need to understand the differences between
each of your patients and know and understand that you
are helping them in their most vulnerable state and that is
something they will never forget. As a CNA I worked with
only geriatric patients. Each one had a family, a specific
set of needs to be met and each one of them had a story
to be shared. My favorite part of the shifts were when I
had a free second to just have an uninterrupted
conversation and learn something new about one of my
patients. Similar to any job you could have that includes
personal interaction, connectedness is so dire to
establish trust and once you have that you and the other
individual find your purpose. You find why the world
brought you together, brought you to the situation and
circumstances you may be in. The world will never throw
something at you that it knows you cannot handle.When
you lose sight of yourself and your WHY, reevaluate
because you have survived 100% of your darkest days.
See Evidence #10 & #11

knowledge of the concept
of constructivism
44. Students will describe

personal examples of
implementing
constructivism

knowledge of the
Experiential Learning
Model (Kolb)

Experiential Learning
Model (Kolb)
47. Student will show HDF 190 In HDF 190 we have been lectured on and have listened
knowledge of the “Social to a guest panel discussion regarding social change. The
Change Model of Social Change Model of Leadership Development was
Leadership Development” deliberately created for college students who have the
by Astin et al hope of learning about working effectively with others to
create a societal change over time. The sevens C’s for
change is a good outline for the social change model.
The seven are Congruence, Congruence of Self,
Commitment, Collaboration, Common Purpose,
Controversy with Civility and Citizenship and these
are broken down into individual, group and community
values. Starting with individuals, the first C, Congruence
means to think, feel and behave in a way that is
consistent, genuine and authentic to you. Closely related
is Congruence of Self which is more or less making sure
that you are considerate of the beliefs, values, attitude
and emotions that go into taking action. Then there is
Commitment, this is super important to the model
because it means that you are giving your all to the
situation and that you have the energy and motivation to
serve. The next section is that of a group, the first C of
this is Collaboration which to me is parallel to the
Common Purpose these two mean that the people
involved will work together to analyse the issues, share
goals and values then work to solve the task. Next is
Controversy with Civility, this one means that you know
and understand that each person will have different ideas
and that they are each valid. It is the willingness to work
together despite these inevitable differences and use
them to your advantage. Lastly is the community value of
Citizenship, this one is dire because it is the way that a
group focuses their social change implementation to help
the people of the targeted community. Making certain that
the issue you want to help resolve is one that the people
of that community feel is necessary.
See Evidence #12
Citations:
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 *HDF 190 To use this Social Change model to address a societal
personal application of the issue, a plan of action must be created to address
above theory (Astin et al) necessary change. Only after this is formulated will an
effective process begin. In our small groups, we will have
the chance to set up a plan using the model and we will
share our ideas with the class. An example of how I plan
to do this is explained in detail by the handout my group
and I created which details each component of our social
change project.
See Evidence #12
49. Students will demonstrate

knowledge of the
“Leadership Identity
Development Model” by
Komives et al
50. Students will describe

above theory. (Komives et
al)

knowledge of the
Strengths-Development
Model by Hulme et al

above theory (Hulme et al)

knowledge of behavior
theories of leadership from
Michigan and Ohio State
above theories (Michigan
& Ohio State)

knowledge of Charismatic
leadership

above theory

knowledge of contingency
approach to leadership by
Fiedler

above theory (Fiedler)

knowledge of Path-Goal
theory by House

above theory (House)

knowledge of Leader
Member Exchange (LMX)
theory by Dansereau,
Graen & Haga; Graen &
Cashman; Graen

above theory (Dansereau,
Graen & Haga; Graen &
Cashman; Graen)

knowledge of Leadership
Substitutes Theory

above theory

knowledge of Models of
leader emergence
66. Student will describe the
impact of traits on
leadership emergence and
performance

knowledge of Chaos
approach to leadership by
Wheatley

above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership


how cultural anthropology /
paradigms relate to
leadership

personal example of using
cultural anthropology /
paradigms as a leader

knowledge of the “Cycles
of Socialization” (Harro)
theory and its uses in
leadership

“Cycles of Socialization”
(Harro)

knowledge of the “Cycles
of Liberation” (Harro)
theory and its uses in
leadership

“Cycles of Liberation”
(Harro)

knowledge of the
“Configuration of Power”
(Franklin) and its
relationship to leadership

“Configuration of Power”
(Franklin)

knowledge of racial identity
development (Cross &
Fhagen-Smith; Rowe,
Bennett & Atkinson;
Ferdman & Gallegos; Kim;
Horse; Renn etc.)

personal application of
model(s) of racial identity
development above

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

model(s) of gender identity
above

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.)

additional social identity
development model(s)
above

knowledge of McIntosh’s
theory of privilege and its

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)

knowledge of relevant laws
and policies related to
issues of equity and its
(i.e., Title IX, Affirmative
Action, Protected Classes,
etc.)

knowledge of effective
leadership as it relates to
change agency
88. Student will describe *HDF 190 I have and am continuing to be a change agent in many
personal examples of ways throughout my life. A change agent is a person who
being a change agent helps an organization transform itself by focusing on its
organizational effectiveness, improvement and
development. One example of how I am a change agent
on campus is through my involvement with Best Buddies.
I am a peer buddy and although I am not yet in a
leadership position within the group I have been asked to
consider taking on a role in the future. I advocate for
change within this community and I fight for the rightful
and equal treatment of all students on campus with or
without intellectual or developmental disabilities. Another
way I am a change agent is through my new position as a
URI 101 mentor. In this position I will help first year
students with their transition to college. I will organize
activities within my class and I will work to both develop
and improve their confidence and involvement within the
campus community at URI.
See Evidence #13

knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in
leadership
“Model of Intercultural
Sensitivity” by Bennett

knowledge of the ally
Action Continuum by Griffin
& Harro

Action Continuum by Griffin
& Harro

knowledge of the
Multicultural Organizational
Development Model
(Jackson)
94. Student will show personal

application of the
Multicultural Organizational
Development Model
(Jackson)

knowledge of the
Multicultural Change
Intervention Matrix (Pope)
96. Student will show personal

application of the
Multicultural Change
Intervention Matrix
97. Student will create a

personal code of inclusive
leadership
Outcome Category: Critical Thinking


knowledge of principles of
critical thinking and
fallacies (logic is used in
this minor)

proficiency of critical
thinking

knowledge of metaphorical
analysis to critically analyze
self and leadership
situations

proficiency of metaphorical
analysis to critically analyze
self and leadership
situations

knowledge of at least five
decision making methods

having used five decision
making methods

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

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)

knowledge of leadership
that is used in crisis (i.e.,
James & Wooten; Garvin;
Covey; Frohman; Lalonde;
Schoenberg; Joni; Braden
et al; etc.)

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 Targ Additional Descriptive notes regarding learning and
et Experiences practice
class
109. Student will *HDF There are a number of ways that a person can be an
demonstrate 190 active listener. Giving the speaker your undivided
knowledge of attention, reassuring looks and nods as well as other
active listening nonverbal indications and verbal affirmations can be
techniques appreciated. Providing substance filled feedback, not
the simple blanketed responses. Another technique
is to defer personal judgements and to respond with
appropriate enthusiasm, emotions and expressions.
See Evidence #14
110. Student will *HDF Examples of my active listening skills are my

describe 190 abilities to build trust with, show support for and
examples of using demonstrating concern for the speaker. A few ways I
active listening do these things are through direct eye contact, as
skills well as other nonverbal indications of focus. Also, I
use verbal affirmations to make certain that they
know I am being an active listener and they know
that I care about the valid things they are saying.
See Evidence #14
111. Student will

demonstrate
knowledge of
functions of group
communication by
Hirokawa
112. Student will

describe personal
application of
functions of group
communication
(Hirokawa)

knowledge of
techniques
regarding giving
and accepting of
feedback
114. Student will

describe
examples of giving
and accepting
feedback.

knowledge of the
7D coaching
model (Knott)
116. Student will

demonstrate
personal
application of the
7D Model (Knott)

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)

knowledge of
organizing
meetings / setting
agendas / and
leading meetings
128. Student will
describe personal
examples of
organizing
meetings / setting
agendas / leading
meetings

knowledge of
Parliamentary
Procedure

knowledge of
techniques for
working with
difficult people
131. Student will

describe personal
examples of using
techniques to
work effectively
with difficult
people

knowledge of the
stages of group
development
(Tuckman/Tuckma
n & Jensen,
Bennis or others)
133. Student will

describe personal
examples of group
development in
use
(Tuckman/Tuckma
n & Jensen,
Bennis or others).

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.)

knowledge of
effective
memberships
skills in groups
137. Student will

describe personal
examples of
membership skills
in use

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)

knowledge of the
construction /
elements of
informative and
persuasive
speeches
141. Student will

demonstrate
proficiency in
informative and
persuasive public
speaking
knowledge of
planning and
conducting
interviews (as the
interviewer)
143. Student will

describe personal
examples of
planning and
conducting
interviews (as the
interviewer)

knowledge of
preparing for and
effective answers
in interviews (as
the interviewee)
145. Student will

describe personal
examples of
preparing for and
being interviewed

knowledge of
effective
collaboration /
coalition building
(Sources:
Cilente/Komives
et al; NCBI; etc.)
147. Student will

describe personal
examples of
working in
collaboratives/coal
itions
148. Student will

demonstrate
knowledge of
techniques to
communicate and
engage in difficult
dialogues related
to diversity and
inclusion.
149. Student will
demonstrate
proficiency in
communicating
and engaging in
difficult dialogues
related to diversity
and inclusion.
150. Student will

describe ways to
maintain
accountability in
leadership /
member
relationships
151. Student will

describe personal
examples related
to maintaining
accountability as a
leader
152. Student will

describe ways to
build relationships
between leaders
and members
153. Student will

describe personal
examples of
building
relationships with
members as a
leader
154. Student will

describe how
credibility applies
to leadership, as
well as the
characteristics
and skills of a
credible leader
155. Student will

describe personal
examples of
building,
maintaining, and
repairing his/her
own credibility as
a leader
156. Student will

describe ethical
standards in
influence
157. Student will

describe influence
applies to
leadership
158. Student will

describe principles
of effective
mentoring, as well
as problems
particular to the
mentoring
relationship
159. Student will

describe personal
examples of
mentoring and
being mentored
160. Student will

describe principles
of effective peer
leadership, as well
as problems
particular to peer
leadership
161. Student will

describe personal
examples related
to being a peer
leader and being
led by peers
Evidence Log
EVIDENCE NUMBER Image Artifact
Evidence #1 My Daily Planner

Evidence #2 My Daily Journal
Evidence #3 My Guitar
Evidence #4 Special Olympics/ VA Post 913

Recognition
Evidence #5 VIA Character Assessment
Evidence #6 My Stethoscope
Evidence #7 Gallup Strengths Assessment
Evidence #8 https://sakai.uri.edu/access/cont Servant Leadership Powerpoint

ent/group/f55d659b-0d7c-4f14-
aaf3-5990e34c5a2e/Unit%20III
%3A%20Servant
%20Leadership/Servant
%20Leadership%20Sp19.pdf
Evidence #9 Ethical Leadership Worksheet
Evidence #10 https://sakai.uri.edu/access/co Relational Leadership

ntent/group/f55d659b-0d7c- Powerpoint
4f14-aaf3-5990e34c5a2e/Unit
%20II%3A%20Relational
%20Leadership/HDF
%20190%20Relational
%20Leadership%20updated
%20_3_.pptx
Evidence #11 CNA Pin
Evidence #12 Social Change Group Project

Handout (Alex’s Group)
Evidence #13 Best Buddies Shirt
Evidence #14 https://oliviasantucci.weebly.c My Weebly Page

om

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LEADERSHIP

CENTER FOR STUDENT LEADERSHIP

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

CORE REQUIREMENTS- 9 Credits

Required Class options Notes

MINOR ELECTIVES-9 credits

BECOMING A POSITIVE LEADER THROUGH

Outcome Category: Self-Leadership

1. Student will demonstrate

9. Student will demonstrate HDF 190 VIA Character Kindness:

10. Student will demonstrate the

12. Student will show evidence

14. Student will show application

15. Student will show knowledge

16. Student will show application

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and

19. Student will show

20. Student will describe

21. Student will show

22. Student will describe

23. Student will show

24. Student will describe

25. Student will show

26. Student will describe

Greenleaf, R. K. (1977). Servant Leadership: A Journey

Hunter, J.C, (2004). The World’s Most Powerful

Spears, L. C., Lawrence, M. (et al). (2004). Practicing

Hunter, J.C, (2004). The World’s Most Powerful

Spears, L. C., Lawrence, M. (et al). (2004). Practicing

29. Student will show

30. Student will describe

31. Student will show

32. Student will describe

33. Student will show

34. Student will describe

35. Student will show

36. Student will describe

39. Student will show

40. Student will describe

43. Student will show

44. Students will describe

45. Student will demonstrate

46. Student will describe

Leadership for a better world: Understanding the social

49. Students will demonstrate

50. Students will describe

51. Students will demonstrate

52. Student will describe

53. Student will demonstrate

55. Student will demonstrate

56. Student will describe

57. Student will demonstrate

58. Student will describe

59. Student will demonstrate

60. Student will describe

61. Student will demonstrate

62. Student will describe

63. Student will demonstrate

64. Student will describe