Inventory-2020 Winfield 1

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

Date Enrolled:
Date of Graduation: 2024
*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 F
ax: (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 workplace 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:

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,

organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Students will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to
lead a project from start to finish
. (follow-through)
11 Student will describe goals and objective
statements regarding personal issues,
. career issues, and community issues
12 Student will show evidence of goals and
objectives that were planned and
. achieved
13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
.
14 Student will show application of Maslow’s
theory to own life
.
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sims theory to own life
.
17 Student will describe StrengthsQuest HDF 190 Based off of my Gallup Strengths test, my results showed the following
. Signature Themes, shadow side of Futuristic, Positivity, Includer, Activator. I think these personally reflect
Strengths and/or weaknesses, and who I am as a leader tying it back to class these are ways I tend to lead.
examples of application (Source = Gallup)
For example, futuristic because i tend to think about the future a lot, my
end goals cant be completed within one day, so I think about what can I
do today to better my future. And in the 21st century there isn't much I
can do but be positive, in order to go about life everyday I go about
¨killing people with kindness¨, meaning if someone is being rude for
whatever reason I find any way possible to brush away the fact they just
hurt my feelings and be reply back with something nice to them. that
would be where Positivity comes into play, but includer is where things
get interesting. I tend to include other people, when I see someone
lonely or in need of help I like to go over there and help the person out
or simply give them company, I wouldn't want to be left alone in this
world today so I want people to feel welcome for who they are.
18 Students 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
“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 in HDF I learned, about the servant leadership theory, where these
“Servant Leadership” theory of
. leadership by Greenleaf leaders want to lead for a reason and because of their reasoning they
lead first.

28 Student will describe personal application HDF 190 N/A Personally in my own life there have been multiple times where I had
of the above theory (Greenleaf)
. to lead and I was leading alone for my own reasoning. For example
on the track team last season when I did long jump I was the only one
on my team who did long jump and it was a huge change for me, but
I was the only one who did it and ever week I wanted to improve my
score a little bit each time, no one wanted it for me I wanted it for
myself. And I did just that each week I improved my long jump
score better.
“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 HDF N/A The four V´ś consist of values, vision, voice, virtue, these all have differnt meanings
the “4 V’s” theory of leadership by Grace . starting with values it means to understand the main values, vision means to be
. (Center for Ethical Leadership) able to see what you need to do and what it takes to accomplish the goal, voice
means being able to show the vison we want through others, and also virtue is to do
the right thing no matter who is watching.
of the above theory (Grace)
.
39 Student will show knowledge of the Personal N/A Situational Leadership is a little different from what Ive learned in the past. This
“Situational Leadership” theory by Research type of leadership tends to have only one leader telling overyone else what to do in
. Hersey & Blanchard a way.
40 Student will describe personal application N/A home Being the oldest of four siblings there a lot of situational leadership going on in my
of the above theory (Hersey & household. Many examples but one which occurs pretty often is that when its time
. Blanchard) to clean the house its my job to get everyone up re direct them how ever many times

I have to and many sure the house is cleaned before my mom gets back home from
work. I also help clean but I make sure everyone else knows what theyre doing too.
41 Student will show knowledge of the HDF 190 class discussion In HDF 190 I was taught all about the relational leadership model.
“Relational Leadership” model by
. Komives, McMahon & Lucas In this model there are three main principles, knowing, being, doing.
Simply meaning that you must first know yourself and others, and
how everything isn't viewed the way you think it is. Second, you
must be open and caring to those who you are leading for. Last, you
must act on what you want to happen in any socially responsible way
possible. Aside from those principles there are also five important
components in order to understand relational leadership. These
components are inclusive, empowering, purposeful, ethical, and
process-oriented. Inclusive meaning that you must include others no
matter what their situation may be, and also be understanding of
your audience. Empowering, understanding who has the power, and
if that someone is you then don't abuse it. Purposeful, meaning
having a goal and following through with it and doing whatever it
takes to get it done. Ethical, so this means to always do the right
thing no matter who's watching just always keep in the back of your
head while leading to always do the right thing. And last,
process-oriented means to have a process and follow through with it
and not give up no matter what the situation may be.
42 Student will describe personal application HDF 190 high school Personally in my own life there's been a bunch of times where relational leadership
of the above theory (Komives et al) have came into play but one time was when I was in high school and I bunch of my
. classmates and I were upset we weren't getting a spirit week one week, so we all
came together talked about how we were going to get what we walked, talked to a
couple teachers, sent out a couple emails and in the end we all wanted a spirit week
and a spirit week is what we got.
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 class discussion wihtin social change there are a lot of things that go into understanding it like but
“Social Change Model of Leadership the main idea is with the 7 C´s , Consciousness of Self, Congruence, Commiment,
. Development” by Astin et al Collaboration, common purpose, Controversy with Civility, and citizenship.
Consciousness of self means to be aware of what other poeple belive in and value.
Congruence means to feel for others and also to think about hwo they would feel if
something would happen. Commitment means to dedicate your all to something.
Collbortion is to work with someone or group fo people to have a better outcome.
Common purpose is to work with someone who has the same goals or values as
you. Controversy with Civility means to be aware and know the difference between
two things. And last citizenship is being able to connect through community and
build a bond.
48 Student will describe personal application HDF190 Track Personally within my own life I can recall using some of the seven Cs but one
of the above theory (Astin et al) specifically would be commiment when I ran indoor track for my last time senior
. year. When I ran track the most I ever rn was 200m and my coach senior year said
she would push me to run more then just 200. I ended up doing the 300m on top of
55m and 4x200m, sounds like only 100m more than what I usually run but this
game is all mental. I had to practice everyday before my meets and mentally get
prepared, visulize then I would go fast and when I would keep a steady paste and it
look a lot to understand the differences. So I didnt want to give up I had to
committee myself to running the 300m no matter how hard it was.
49 Students will demonstrate knowledge of
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
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
inclusive leadership
.
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 decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least
five problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
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 Students 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 Students will describe examples of giving
and accepting feedback.
.
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
.
de-briefing techniques
.
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
.
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
of group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Students will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
of group roles and how they contribute to
.
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
membership skills in use
.
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
informative and persuasive public
. speaking
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
.
146 Students will show knowledge of effective
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 Students 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

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LEADERSHIP

Name: Darius Winfield

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION ​(students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

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

Outcome Category: Self-Leadership

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 9

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 14

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 15

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 19

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ADVISING INFORMATION (students will include own documentation)