HDF 412 Inventory 1

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

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

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

• Tracking Sheet / Advising Updates
• Syllabi of Minor Classes (Core and Electives)
• Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
• Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
• Targeted Classes
• Experiences
• Evidence
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: Introduction to Leadership Issues (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 internship
3 credits or 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 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: Introduction to Leadership Issues (FLITE) (introductory PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Advanced Facilitation and Consulting Skills THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
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:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills ▪ Racial, cultural, gender, sexual orientation,
Critical Thinking PROGRESS
▪ religious, class, ability, etc. diversity and
▪ Teaching and Programming commonalities
▪ 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,

organizational, and academic examples of
self-discipline

3. Student will demonstrate the ability to -
manage emotions
4. Student will demonstrate knowledge of HDF352G Within the class HDF352G, we discussed the importance of establishing resilience and how to
stress management methods manage stress in our professional, personal, and academic lives. We read an scholarly article by
Robert J. Nash and Jennifer J. J. Jang that is centered around cultivating good habits of self-care,
stress management, and establishing balance in one's life. They outline ten strategies for achieving
this. The first strategy is to breathe. Taking deep breaths will help calm one down in a time of extreme
stress. Next, they mention the need for constant reflection. The “Six E” questions, Exploration: Who
am I? Expression: Why am I? Expansion:Where do I want to go? Enrichment: What is working for me
that I should do more of? Enhancement: What is not working for me that I need to do less of?
Enlargement: What is something new that I could try, for it may produce the most desirable outcome?,
are questions used in order to break down what an individual is experiencing in their life and find
tangible answers to these subconscious questions that might be causing someone stress. Another
step is being patient with yourself. This means that one should strive for consistency and persistence
rather than perfection right away. Another strategy is listening to one’s body. Stress can take a toll. It is
important to rest and listen to it when it needs a break. Cultivating a rejuvenating hobby is another
way to manage stress and find balance. Being gentle and kind to others is also a helpful strategy
because it allows an individual to eventually let some of that energy come back to them in some way.
Live by your own highest standards is the next strategy, which essentially means empowering yourself
to do the best you can each day. another strategy is to up your average by choosing the people in
your circle wisely and letting them motivate you too. Solicit feedback pertains to seeking out trusted
individuals to give you advice on the issue that is causing stress. Lastly, Trusting your Intuition is
crucial in finding balance and managing stress. You know yourself better than you think. These steps
outlined by Nash and Jang help individuals manage stress and understand situations by taking the
time to stop, breathe, think, and problem solve.
Nash, Robert, and J. Jang. “Pgs. 149-151.” Preparing Students for Life beyond College: A Meaning
Centered Vision for Holistic Teaching and Learning, Routledge, New York, 2015.

5. Student will demonstrate the ability to HDF352G SCM320X The 12 strategies outlined by Nash and Jang go through various ways an individual can seek balance,
manage stress self-care, and stress management each day. Throughout the course of this semester, I have found
myself feeling overwhelmed by assignments and day to day things. In SCM320X, we conducted
research and discussed the ways in which COVID-19 has altered the chemicals in the our brains,
specifically our generation, as students. The study states that at a large university in the US, students
conducted research into the mental health of their peers and found that 71% indicated an increased
amount of stress and anxiety directly related to the COVID-19 outbreak. This trend is common across
many college students, and myself. I found myself very stressed in relation to deadlines and
assignments since this semester all of my classes were back to in person. I found that I was not
getting back into the swing of in person classes as quickly as some of my other peers. There was a lot
of stress surrounding in person settings as well and I used the 12 strategies outlined by Nash and
Jang to help myself get through the stress of returning to in person instruction on campus. The
strategies that most worked for me were listening to my body, cultivating a rejuvenating hobby, and
soliciting feedback. The first strategy I utilized, listening to my body, was the most crucial. I found that
on days of high stress, I had slept for less time the night before. Implementing a better sleeping
routine and allowing myself the time to rest that I needed way key in helping myself manage stress.
Next, I cultivated a hobby that made me feel productive and let me take my mind off of what was
causing me stress. I have developed a love for powerlifting an working out. This hobby allows me to
take time for myself each day to focus on my mental and physical health in a space outside of my
home. Lastly, soliciting feedback form trusted friends, peers, teachers, and coworkers has helped
tremendously. Finding out that I wasn't alone in the stress of coming back to in person teaching has
made me feel more secure and also utilizing the resources around me like on campus testing and
getting vaccinated definitely helped me manage the stress surrounding COVID on campus.
Son, Changwon, et al. “Effects of COVID-19 on College Students' Mental Health in the United States:
Interview Survey Study.” Journal of Medical Internet Research, JMIR Publications, 3 Sept. 2020,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7473764/.

6. Student will express a personal code of HDF352G In HDF352G, we discussed the importance of understanding ethics and virtue as it relates to
leadership / membership ethics HDF412 leadership. Context is important in relation to Aristotle's Theory of Virtue Ethics because there isn’t a
clear cut black and white definition of how to be virtuous or how to go about being a virtuous or ethical
person and leader. Aristotle believed that humans, so long as they are functioning as healthy, growing,
and rational, would be complete (eudaimonia). Eudaimonia is the state in which we have achieved
living well to it’s most perfect degree. He describes that it cannot be achieved without understanding
how “pleasure, virtue, honor and wealth fit together as a whole.” (Kraut, 2018). Virtue, in Aristotle’s
theory, is incredibly vague and depends on every situation. In HDF412, we discussed the principles
surrounding Privilege. In my own personal code of leadership and membership ethics, I want to utilize
both learnings to help each member of my group learn from one another and strive for growth,
recognizing their own privileges, and tapping into their own beliefs in order to serve the greater good
within a group environment. In our reading on Social Identity by Patton et al, we learned about how
privilege plays a role in all of our lives, whether it relates to race, social class, gender identity,
sexuality, ability, and religion. There are groups within each of these identities that have an advantage.
In order to understand privilege, one must understand how their identities relate to each of these
dominant groups. Creating meaningful conversations about identities and privilege will allow for
groups that I am a part of to learn about different viewpoints, understand and interpret the world
around them more fully, and truly experience the eudaemonia Aristotle mentioned in his Theory of
Virtue Ethics. I believe that fully understanding how each of our own identities, privileges, and live
experiences play into our own beliefs is key to understanding the way our own personal biases play
out while decision making. Eudaimonia cannot be achieved without experiencing the world. Groups
should be composed of people with a variety of backgrounds in order to fully understand the world
around us and interact with each other not only as leaders or members, but also a human beings.
Patton, L.D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:
Theory, research and practice (3rd ed.). San Francisco: Jossey-Bass.
Kraut, Richard. “Aristotle's Ethics.” Stanford Encyclopedia of Philosophy, Stanford University, 15 June
2018, https://plato.stanford.edu/entries/aristotle-ethics/
7. Student will demonstrate practice of the HDF352G SCM320X In HDF412, we discussed how privilege and identity plays a role in our interpretation of the world. In
personal code of ethics HDF412 both HDF352G and HDF412, I used lessons about identity and ethics to create my own personal code
of leadership and membership ethics. It is my belief that in order to establish a well rounded
understanding of the world and make ethical decisions as a leader and member of a group, one must
first understand their own privileges, identities, and how each relate to the world around them, utilizing
them within group settings. In SCM320X, students are required to do research on relevant world
topics in order to discuss them in a group setting. A lot of the topics are controversial and call on each
student to form their own opinions on the matter. Each week, we switched our roles around between
leader and participant so I was able to utilize my personal code of ethics from both perspectives.
During the weeks in which I was the moderator, or leader, of our group discussions, I found ways to
frame questions that allowed for my group to express themselves freely. Some of the topics required
the group to discuss their beliefs on gun control, racial inequality, poverty and homelessness, and
gender and sexuality. Each member of our group contributed to the conversation by directly relating to
various aspects of these topics. We were all able to respectfully listen to one another and how each
person’s individual experiences and identities impacted their ethical reasoning for their beliefs on the
story at hand. During the weeks where I was merely a contributor to the conversation, I made sure to
spend equal time sharing about my own identities and beliefs while also actively trying to understand
and interest the messages my group members were communicating about their own identities and
experiences. Having a space to create meaningful dialogue with people who were different form me
allowed me to demonstrate my personal code of ethics in real time and I truly feel like I was able to
understand and appreciate the world around me better by looking at it through multiple lenses, the
stories of my peers, as well as my own experiences as well.
EVIDENCE #7

8. Student will express a personal values HDF412 CliftonStrengths by Gallup My strengths, according to the CliftonStrengths finder test, are Restorative, Focus, Individualization,
statement (Sources = VIA, values Significance, and Strategic. My strengths now reveal to me that I am able to find meaning from things,
clarification exercises, etc.) utilize my creativity in an organizational setting, and follow through with things that I set my mind to.
My strength of Restorative pertains to a love of identifying issues and finding a solution to them them,
which is something to my own style of leadership. I find that figuring out the route of a problem helps
identify the unmet need. My strength of Focus plays into my love of problem solving because I am
able to hone in on one issue and identify key elements in solving the problem, think about all
outcomes, and strategically find what course of action will be most beneficial and effective for the
success of any group that I am a part of.The Strategic strength allows me to recognize patterns and
identify trends within groups of people that others might miss. I am able to find creative and unique
ways to problem solve. This helps me think about all outcomes when working in a fast paced
environment, especially within leadership. Individualization is the strength that I feel most resonates
with me. It pertains to understanding that differences are something to be celebrated and valued.
Each person brings something different to the table. I have an ability to see what strengths others
possess and how they can individually contribute to whatever goal we, as a collective, are working
towards together. My strength of Significance enables me to understand how each issue I face will
impact the world around me. I hope to utilize these strengths to better understand those around me
and how each group that I am a part of will bring me, as a leader, closer to understanding my own
place in the leadership community in college and after I graduate.
Gallup. (n.d.). Learn What the 34 CliftonStrengths Themes Mean / Gallup. Retrieved from
https:.//www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-domains
9. Student will demonstrate practice of the HDF412 Film Advising My strengths, according to the CliftonStrengths finder test, of Restorative, Focus, Individualization,
personal values statement Significance, and Strategic have all helped me interpret my own role at my job and understand the
unique opportunity I have to make an impact on other students within the University of Rhode Island
Film community. I work as a student advisor in the Film Department at school. Students who are
actively pursuing a minor or major in the Film/Media program are able to utilize my office hours and
seek assistance as they plan classes, try to understand more of the courses offered, need advice on
their current projects, or are looking for any other kind of resources or guidance. I put my strength of
Restorative into use by helping students who are having trouble finding direction within the program
by asking them about their interests, what they have expressed interest in in the past, and areas they
don’t really find enjoyment. Using this information, I am able to find courses tailored to their potential
areas of study. I use my strength of Focus on the days where the office is slow. I am able to hone into
what needs to be done on my end, as an advisor, so that I can aid students to the best of my ability.
Strategic is a strength that I utilize when the older film students in the program approach me. Many
people had questions about how to fill out the Intent to Graduate form as a film student. There are
many course requirements that students were not sure if they met based on prior curriculum sheets,
so I used me strength of strategic to create a detailed video on how to fill it out based on classes each
student had taken thus far and how to gauge what was left in order for them to stay on track to
graduate within the time frame they wanted to. My strength of Significance helps me understand each
student’s dilemma as it relates to their future career and enables me to take each meeting, each task,
and each individual assignment as it comes with my full attention. Lastly, my strength of
Individualization helps me help students recognize their own creativity and find a solution to their
problem that best fits with their goals and meeting their exceptions. I want each person in the film
program here to URI know that they have a place in it and one of my favorite things about my job is
that I have the unique ability to help them see that.
EVIDENCE #9
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
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life
17. Student will describe StrengthsQuest -

Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18. Student will describe personal leadership -

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus (MBTI),
LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories


19. Student will show knowledge of the HDF412 In HDF412, we discussed various types of leadership as they pertain to Leadership Theory as a
“Authority and Bureaucracy” theory of whole. One of the first key theories we went over briefly was Max Weber’s theory on Authority and
leadership Weber Bureaucracy. Within this theory, Weber identified three types of authority, Traditional, Charismatic, and
Rational-Legal. Traditional authority pertains to the past way of doing things, respecting older
customs, and maintaining a grasp on the past. Concepts like the patriarchy or monarchy could both be
considered examples of Traditional authority. Charismatic authority looks directly at the characteristics
of an individual and goes deeper into how their actions might impact those around them. Rational-
Legal is based on the laws or beliefs of a society that have been set in place in order to put a certain
group or office in power. An example of rational-legal authority would be the US presidency and the
establishment of a democracy in America. Weber, in terms of bureaucracy, defines six characteristics
in order to complete this model. The six characteristics are the specialization of jobs, sub-division,
hierarchy, rules and regulations, technical competence, and impersonality. Specialization of jobs
relates to the ways in which specific jobs are broken down into well defined tasks and an established
description of what is required of an individual. Sub-division pertains to how each organization is
broken up, and hierarchy outlines how the management structure of an organization should follow a
strict and defined chain of command. Rules and regulations are in place within this model in order to
detail an organizations set of rules that each member is expected to follow, whether that be a contract,
a uniform, undergoing certain training, etc. Technical competence calls upon group members to all
attend to the group with an adequate set of skills that enable them to understand and follow through
with the organizations needs and expectations. Lastly, Weber includes the characteristic of
impersonality, which requires an organization to operate on rationality alone rather than establishing
personal relationships with those around them. This model is one that was primarily implemented
during the industrial revolution, however, was soon re-evaluated because it was made very apparent
this type of leadership and authority was not suitable for a social climate that was changing so rapidly.
Camba-Kelsay, Melissa. “Overview of Leadership Theories - Part 1.” Leadership Theories: Historical &
Current Approaches , Center for Student Leadership Development, https://uri.techsmithrelay.com/
connector/view/index?
id=SHj8&isLtiSession=true&neverGrade=True&resourceLinkId=1476E4CD-54A2-41D3-9303-7362B0
B51B0C-249869_162569.
20. Student will describe personal application

of the above theory (Weber)
21. Student will show knowledge of the

“Scientific Management” theory of
leadership by Taylor

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)
“Servant Leadership” theory of leadership
by Greenleaf
28. Student will describe personal application -

of the above theory (Greenleaf)

“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 HDF412 In HDF412, we reviewed the theory of Relational Leadership coined by Komives, McMahon, and
“Relational Leadership” model by Lucas. In the Relational Leadership model, there are five major components that all play a significant
Komives, McMahon & Lucas role in the model. The five components are Inclusion, which refers to making members of your group
feel welcome and accepted for who they are, Empowerment, which means lifting up others and
yourself in order to celebrate individuals' accomplishments within an organization, Purpose, which
essentially means doing things for a reason and committing to your group in order to accomplish a
collective goal, Process Oriented, meaning doing things intentionally and finding and creating
meaning during each and every step of the way until you reach your collective goals, and lastly,
Ethics, which discusses morality and how Relational Leaders use ethics and genuine goodness to
create change. This model discusses the importance of “knowing, being and doing.” Knowing means
being mindful of your actions, knowing yourself and other' values and ideals as well as how they affect
society and the world around you. Being refers to ethical and incorporating those overarching ideals of
open mindedness and inclusivity into an organization. You put your ideas and strengths into action
and get to see the positive repercussions of positive change and the way you are choosing to grow
and act as a leader. Doing refers to the way you reflect your own responsibility, passion, and
commitment to whatever you happen to be a part of and then letting that inspire others to action.
Komives, S. R., Lucas, N. & McMahon, T. R. (1998). Exploring leadership. Jossey-Bass. San
Francisco.
42. Student will describe personal application HDF412 Film Advising The leadership model that most resonates with me and influences my leadership style is Relational
of the above theory (Komives et al) Leadership. Relational Leadership, a theory developed by Komives, Lucas, and McMahon, is
important for me as a consultant, facilitator, and peer leader because it is a big way that I can connect
with the groups and students in which I serve by making meaningful relationships with them. As a
Student Film Advisor, I am able to utilize this model to help students reach their goals and understand
their impact on the URI film community. In this model, the five major components of Inclusion, making
members of an organization of body of people feel welcome and valued, Empowerment, which means
celebrating others and your own accomplishments in order to lift people up, Purpose, which is
accomplishing tasks for a reason and committing to reaching and meeting goals with a group,
Process-Oriented, meaning doing each and everything you do with intentionality and finding the ways
in which your group works best and sticking to it, and lastly, Ethics, which discusses morality and how
Relational Leaders use ethics and genuine goodness to create change. All of these play a key role in
building relationships with the people who seek help within the department. Empowerment deals with
recognizing individuality and celebrating members of a team. Some students approach me with ideas
that are incredible, but need that little extra bit of encouragement. I love being in a position that allows
me to uplift people who want to express their creativity. Inclusion allows for anyone who enters my
office to feel welcome. I aim to create a safe space that promotes diversity and positivity to allow
people to express their concerns and needs. Purpose builds relationships by making students feel like
they are a part of something bigger than themselves. I have a position that allows me to help them
connect with others in the URI film community and seek to be involved in productions that they might
not have found otherwise. Process-Oriented also gives team members a way to meet their goals with
their leaders and I am able to connect students with one another so that they can build lasting
relationships with their peers. Lastly, Ethics plays a big role in why you want to make those
relationships and build that community. Assessing all of these five components builds meaningful
relationships with members and leaders in a group. This theory of leadership is one of the main
reasons I always try to make it a point to "stretch the circle wider." I genuinely believe everyone
deserves a seat at the table and that the best way to accomplish a goal with a group is to have a
purpose that you can all strive to reach together. Learning from others is one of the best parts of my
job.
EVIDENCE #42

43. Student will show knowledge of the HDF412 In HDF412, we went ver the core concepts of constructivism and experiencing a constructivist
concept of constructivism teaching / learning environment. Constructivism is a theory based on observation and scientific study
that focuses on the ways in which people learn. Individuals are thought to construct their own meaning
and basic understanding of the world through experiences and reflection. This theory details the ways
in which the processing of new information in relation to what we already know, who we are, and what
we have experienced helps each person interpret the world. That being said, this theory also explains
that as an individual has more life experiences, their knowledge, beliefs and ideas will change. The
way we rationalize the new information could lead us do draw new conclusions or discard the new
information if we do not find it relevant to us and shaping our world view. In tis theory, it deems each
individual as the creator of their own knowledge, and maintains the idea that in order for one to learn,
questions must be asked, exploration and research must be done, and reassessment of previous
knowledge is key in order to grow. Constructivist learning focuses on three main elements. There must
be the desire for students to become active in the material and expert learners on the subjects. The
students must acquire the knowledge of how to learn. The students must reflect and be able to
integrate new information as it is presented to them. This theory relies on the students to dictate the
dialogue with one another and ask each other questions. It is an interactive way of learning that builds
an individual’s understanding of key concepts from an interpersonal standpoint with their peers. Group
work and problem solving as a collective as well as student teacher negotiation and collaboration are
main points in a constructivist classroom.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and
learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe personal examples HDF412 TA FLM110 In HDF412, after learning about the key concepts in relation to constructivism as a theory and what a
of implementing constructivism constructivist classroom looks like, I was able to directly relate key points of constructivism to the way
in which I approach various lessons as a TA for FLM110. I work in the film department as a Student
Advisor, but on occasion if there is someone absent, I will fill in as a Teaching Assistant for first-year
film students in their first production class. During a hands on class period where students were
tasked with running an in-class shoot, I was told by the professor to merely observe and assist if they
needed. Some students in my group had already worked with lighting equipment, sound equipment,
and cameras. Others had not been around the equipment besides an in-class walk through. All of the
students had a general knowledge of their primary goal and had the tools to accomplish the
assessment for the day. The students who had more experience helped their peers who they allowed
to have more hands on practice. There were a few settings on the camera that none of the students
knew how to fix and they eventually asked me about. I knew that the particular information they were
looking for was in their textbook and we eventually negotiated that if they all brushed up on that unit I
would help them stay on task and on track time wise by fixing it on the camera and showing them how
to do so. They all had incredible contributions as they set up lights, sound equipment, and testing new
things out until they were all satisfied with the end result. By the end of the class period, I could not
remember which students came in with more knowledge and which hadn't because they all helped
one another and built upon each other's ideas to finish the goal of completing an in class shoot.
EVIDENCE #44
45. Student will demonstrate knowledge of -

the Experiential Learning Model (Kolb)

of the Experiential Learning Model (Kolb)

“Social Change Model of Leadership
Development” by Astin et al

of the above theory (Astin et al)
49. Students will demonstrate knowledge of -

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

application of the above theory. (Komives
et al)
51. Students will demonstrate knowledge of

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)
53. Student will demonstrate knowledge of

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
71. Student will demonstrate knowledge of HDF412 In HDF412, we learned about Bobbie Harro’s Cycle of Socialization. Within the Cycle of Socialization,
the “Cycles of Socialization” (Harro) Harro delves into each part of the cycle and how each directly influences the next part until the cycle
theory and its uses in leadership is broken away from or repeated. The first part in the Cycle of Socialization is the Beginning. In the
beginning, each person comes into the world as, essentially, a blank canvas. We have not yet
reviewed any messages to influence us nor do we have the consciousness or choice to form ideas
yet. We are born without any knowledge of prejudices, power, oppression, or biases. In the next part
of the cycle, we are socialized by people that we are taught to love, trust, and follow. This is the First
Socialization. These people teach us how to preview the world and shape an individuals values,
beliefs, and dreams. When we do not automatically understand these values and beliefs, however, we
feel guilty and confused. The next part of the cycle, Institutional and Cultural Socialization, is when an
individual is consciously or unconsciously given messages about the establishments in power, who
they should trust, what religion, laws, government, etc. is trustworthy. Culture is said to brainwash us
through the use of media, language, patterns of thought, holidays, and even the lyrics of songs.
Enforcements is the next part of the cycle and pertains to the system of punishments, rewards, and
rules that keep an individual in compliance. Those who follow the rules are sanctioned, those who do
not are persecuted and discriminated against. The next part of the cycle, Results, pertains to the bad
outcomes for those with and without power. Dissonance, silence, inequality, internalization of patterns
and power for the future, hatred and violence are all some of the results. After this part of the cycle,
one of two things can occur. The cycle can move into the Continuation portion where an individual
choses to not make waves or challenge the system. They conform and chose to not question the
establishments in place. At the core of this cycle there is ignorance, confusion, insecurity,
obliviousness, and fear at it’s center. The other stem from results, however, is when an individual
moves in a direction for change. Something makes them challenge the system and they question that
there is something wrong with the cycle they are in. They break away and move toward liberation. \
Harro, B. (2018). The cycle of socialization. In M. Adams, W. J. Blumefeld, D. C. J. Catalano, K.
Dejong H W. Hackman, L. E. Hopkins, B. J. Love, M. L. Peters, D. Shlasko & X. Xuniga (Eds.),
Readings for diversity and social justice (pp. 37-34). NY: Routledge.

72. Students will demonstrate personal HDF412 Bobbie Harro’s Cycle of Socialization details the harmful cycle in which individuals can remain trapped
application of the “Cycles of in until they see a problem with the system and break away toward liberation. Within my own life, I
Socialization” (Harro) have experienced this cycle first hand being brought up in an environment that did not let me express
myself fully within the Catholic Church. I was raised Catholic. In the first phase of the cycle, the
beginning, I was baptized as an infant, without choice and without knowledge of what that meant. The
First Socialization are the messages I received from my extended family about the importance of
religion and is essentially what lead to my brother and I being taken to church. I was taught that
Catholicism was not a choice, it just was something I had to be a part of so I never really questioned
it. I then entered the Institutional and Cultural Socialization circles. As a young adult, I was still just
following what I believed to to be the right, the only, path. I was not devout by any means, but I still
conformed to patterns and messages the church’s culture presented itself to me. During the Results
phase I saw some of my peers leave the church as we moved closer towards confirmation, a
sacrament within the church that occurs when a young adult is about13 or 14. I was baptized but a
part of me still was not really invested in the ways of the Catholic church because they went against
my morals, however I moved into the Continuation phase and remained in the church to some degree
until mu junior year of high school when I began to question my sexuality. Parts of my identity were
conflicting with one another and it was in that period of questioning that I was able to break away and
move towards liberation.
73. Student will demonstrate knowledge of HDF412 In HDF412, we learned about how Bobbie Harro’s Cycle of Socialization has the potential to break
the “Cycles of Liberation” (Harro) theory away and move toward liberation. In Harro’s Cycle of Liberation, we see how change can be created
and its uses in leadership and self-love, hope, balance, support, security, authenticity, spirituality and self esteem can thrive
within the core of this cycle. The first part of the Cycle of Liberation is Waking Up. In this stage, there
is an incident that causes an individual to question the narrative they've been told. In the next part of
the cycle, Getting Ready pertains to the empowerment of self that must take place, a dismantling of
past beliefs, and striving authentic connections. Reaching out is next and it pertains to moving out of
old beliefs, seeking more exposure to new ideas, and taking different stands as one experiments and
explores with new ideas. The next part of this cycle is crucial for making connections, working with
people like us and different form us to gain more perspectives, and build a support system. This step
is called Building Community. The next part, Coalescing, requires an individual to actively take place
as an aly, take action, organize, plan, and fund raise as they move towards creating change. Creating
Change is the part of this cycle where an individual critically transforms their beliefs, creates new
assumptions about society. One takes leadership roles, risks, and heals from their old beliefs. Lastly,
Maintaining, has to do with spreading these messages, hopes, and inspirations, modeling authenticity
and fully accepting accountability for one's beliefs. This cycle allows for learning, growth, and learning
form experiences of those in these new circles.
Harro, B. (2018). The cycle of socialization. In M. Adams, W. J. Blumefeld, D. C. J. Catalano, K.
Dejong H W. Hackman, L. E. Hopkins, B. J. Love, M. L. Peters, D. Shlasko & X. Xuniga (Eds.),
Readings for diversity and social justice (pp. 627-634). NY: Routledge.

74. Student will demonstrate personal HDF412 Module II Assessment: Critical As the class learned in our unit on Inclusion, the Cycle of Liberation, a theory on inclusive leadership
application of the “Cycles of Thinking informed by Bobbie Harrow, we discussed the importance of Creating Change played within the
Liberation” (Harro) Cycle. The Cycle of Liberation includes elements of Waking Up, the realization that there is an issue,
Getting Ready, or preparing one’s self to start to dismantle the problematic issue, Reaching Out, when
the experience of others is sought out and exploration occurs, Building Community, working with
others who are both similar and different from us in order to facilitate and open learning and growing
environment, Coalescing, when the preparation for action occurs such as rallying, being an ally,
fundraising, etc., Creating Change, when institutions are transformed, there is guidance towards
change, and meaningful influence and healing can occur. This is the step that Donald Trump failed to
do throughout his entire presidency, especially on the grounds of diversity and inclusion. Once change
is created, maintaining the changes that have been implemented and continuing to facilitate a safe
and growing environment for healthy change can take place. If leaders, specifically the president of
the United States, lacks this urgency to implement the Cycle of Liberation, the nation suffers because
the same cycles of oppression, racism, sexism, homophobia, poverty, etc. thrive within the country the
same way that they always have. Trump’s executive order eliminates the stage of Reaching Out,
Building Community, and Coalescing. It removes these hard conversations from the workplace and
offers a false facade to the notion of inclusion because there are no spaces where employees can ask
questions pertaining to their own identities, the identities of their coworkers, and how their differing
backgrounds can be used for the betterment of their communities. In my own professional
development, inclusion is extremely important to me as I continue my pursuit of being a queer woman
in the film industry. As a producer, I will have the unique ability to be a resource to people all around
me and make sure whatever project they are working on is one that feels inclusive and open. Social
Identity and Socialization models outlined by Patton et al really stood out to me as we learned about
them because I feel like all of these identities are crucial to including in the conversation surrounding
life on film sets and the future of the industry. Racial identity, Gender identity, Sexuality, and other
identities all play key roles in our beliefs and feelings about the world around us. Unlike the Executive
Order issued by Trump, I hope to implement HR training on varying identities across all sets that I am
a part of and create a diverse and open-minded set that each person feels comfortable and safe
coming to each day for work.
Hollander, E. P. (2009). Inclusive leadership: The essential leader-follower relationship. New York:
Routledge.
Trump, Donald. Executive Order. No. 13950, 2021, p. 1-15.
EVIDENCE #74
75. Student will demonstrate knowledge of HDF412 The Configuration of Power, as I learned about it in HDF412, is a theory coined by Robert Franklin,
the “Configuration of Power” (Franklin) details the ways in which power structures are set up and who maintains control within organizations
and its relationship to leadership and groups. The first part of the Configuration of Power is Economics, at the core of everything. We
must understand who controls the wealth, who is in charge of employment and who is the distributor
or the resources? Whoever does is at the center and has the most power. The next element has to do
with politics. In this second layer, the politics in a power system influence how these economic
interests are ruled. This focuses primarily on the economic interests within an organization. The next
layer, the Bureaucratic Management, are employed by the politicians. These people in power manage
the law enforcement agencies, protect the politicians, and in turn, protect their investments as well.
Lastly, the fourth layer, is where the media comes into play. the controllers of symbols are those who
regulate information pertaining to education, religion, popular culture, new media, etc. They train the
future generations to understand this configuration of power. Beyond these layers are where the
minorities lie. Women, members of the LGBTQ+ community, Counter-Culture groups and institutions,
and the marginalized groups of society. These groups pose a threat to this configuration of power
because they directly question it. This configuration of power is directly responsible for institutional
racism because it allows for these layers to go unchecked and unchanged and continue to protect
those who have always been at the center.
Franklin, R. (n.d.). Franklin’s configuration of power [PDF document]. Retrieved from Sakai Resources
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of HDF412 In HDF412, we learned about Bennett’s Developmental Model of Intercultural Sensitivity. This model
racial identity development (Cross & created a framework for leaders to understand and interpret the reactions of others to cultural
Fhagen-Smith; Rowe, Bennett & differences. Intercultural relations were shown to be more competent when one experiences cultural
Atkinson; Ferdman & Gallegos; Kim; differences at a more complex and sophisticated level. This model recognizes the underlying cognitive
Horse; Renn etc.) orientation surrounding cultural differences and how an individual will react to them at each stage. It
also predicts how behaviors and attitudes will be affected and how eduction can be tailored to
facilitate development into the next stages of the model. The development of intercultural sensitivity
can be broken up into six parts across two different stages. The first stage, the Ethnocentric Stage,
contains Denial, Defense, and Minimization. Denial is the step in which an individual cannot recognize
or understand other cultures or cultural differences. Within these stage, common themes are isolation
and separation from others. Defense is next and in this stage an individual experiences their own
culture as the only “good" one. This stage creates a duality between “us” vs. “them.” Common themes
in this stage are superiority, denigration, and reversal. This stage creates dissonance. The last stage
within the Ethnocentric Stages is Minimization. Differences are acknowledged in this stage, however,
they are defined as unimportant compared to the similarities between the cultures. The next stage,
moving into the Ethnorelative Stages, is Acceptance. In this stage, an individual is able to appreciate
cultural differences and how they affect another group of people. Adaptation, the next stage, is when
an individual’s worldview is challenged, expanded, and includes constructs pertaining to other
worldviews. Behavioral code shifting and cognitive frame-shifting play into the ways in which an
individual goes about adaption and actually bringing these changes into fruition. Lastly, Integration, is
the stage where an individual can internalize multiple frames of reference and use varying world views
to interpret different cultures seamlessly.
Bennett, M. J. (1993). Towards a developmental model of intercultural sensitivity. In R. M. Paige (Ed.),
Education for the intercultural experience. Yarmouth, ME: Intercultural Press

78. Student will demonstrate personal HDF412 Intercultural Sensitivity Scale In HDF412, while learning about Bennett’s Model of Intercultural Sensitivity, we were taught to
application of model(s) of racial identity examine our own behaviors and relationship to other cultures at a conscious and subconscious level.
development above We were asked to examine biases we might have, ways in which we interact with other cultures, and
consider our place in the model. I have thought about my life experiences and currently believe that I
am in the stage of adaptation. My own personal application of this theory will be detailed in this
outcome as I attempt to navigate through each phase that I have already experienced and the phases
that lie ahead. In the Ethnocentric stage, containing stages of Denial, Defense, and Minimization, an
individual cannot recognize differences in culture and then maintains a belief that their own culture is
better than others. During the first stage, denial, I look back to my earliest years growing up in Maine.
A majority of those around me were white and I had only met a few people of color before the age of 4
when I moved. I then migrated into Defense when I first arrived in Hawaii around age 6. I had just
moved across the world and found myself somewhere completely unfamiliar. My parents believed that
I would be the safest in private Catholic school when we moved there because we lived in a large city
and again I found myself only surrounded by white people. Minimization occurred as I was kicked out
of private school at age 8 and moved into a public elementary school where the demographic flipped
and I was one of two white kids in my entire class. Because of this, I made a lot of friends with
different cultural backgrounds than me, and, as most kids do, began to play with them without
acknowledging our cultural differences but rather, what we had in common. The next stages in the
ethorelative stage is acceptance. I had an amazing childhood in Hawaii and was introduced so many
new ideas and ways of life. My family moved into a smaller area of Honolulu and one of my friends
that lived next door, Kahana, introduced me to his family. His family had been in Hawaii for
generations. I was taught so many things about the culture of Hawaii that I hadn’t known before.
When I moved to Charleston, I had already began to develop an appreciation for carrying cultures and
understand that differences are to be celebrated. This phase lasted for many years of my life as I
learned more about the world. I believe that I will always be in some stage of adaptation. In this stage,
world views are challenged and an individual begins to transform their world view. I am constantly
learning and growing and know for a fact that no matter how many places I visit or how many different
cultures I am exposed to, I will never know everything. I must continue to make efforts to learn and
expand my worldview. I will always be adapting because my knowledge will never stop growing. I
sought out an Intercultural Sensitivity Scale just to tangibly see where my ideas fell and that only
furthers my point that adaption is crucial to my life as I am exposed to more cultures and appreciate
them.
EVIDENCE #78

79. Student will demonstrate knowledge of HDF412 During HDF412, we learned about Gender and Gender Identity Development by Patton et al and the
models related to gender / identity / Social-Cognitive theory of Gender Identity Development by Bussey and Bandura. The concept of
gender identity development (Lev; gender identity requires an individual to first understand various identities for a more up to date
Bussey; Bussey & Bandura; Bilodeau; understanding of the word as we move away from the gender binary to be more inclusive of all
Gilligan; Belenky et al; etc.) identities. Trans*, within this outcome and within Patton et al’s model of Gender and Gender Identity
development, will be used to be an inclusive term for identities other that cisgender. Patton et al also
states that gender identity does not determine sexual orientation. Once someone has grasped these
concepts of gender, they are able to then move to laying the groundwork for interpreting Gender
Identity Development. Beginning in early childhood, Gender Identity Development is a lifelong process
and even notes that some aspects of a college student’s life my change their interpretations of
themselves, to question their gender identity, or rather, reinforce their existing gender identity. Once
an individual understands this, they can apply their core knowledge to interpreting social-cognitive
theory of gender identity development. This model goes into detail of the three interacting components
on how we perceive and understand gender. Personal, Behavioral, and Environmental are these three
fluid components. On a personal level, it is broken down by our physical, biological characteristics,
self-concept and how we see and perceive ourselves, and regulation of these thoughts and beliefs.
Next is the behavioral component, how gender-related activity patterns help affirm or question our
identity. Lastly, environmental, related to how those around us such as family, friends, peers,
educational environments, and media give us messages and affects how we see ourselves. Gender is
a powerful organizational filter within our society and on an individual level as we perceive ourselves.
The three components operate within these dynamic social environments and can shift overtime.
Busy, 2011; Busy & Bandura, (1999). Social Cognitive Theory of Gender Identity Development.
Patton, L.D., Renn, K.A., Guido, F. M., & Quaye, S.J. (2016). Student development in college: Theory,
research and practice (3rd ed.). San Francisco: Jossey-Bass.
80. Student will demonstrate personal HDF412 In HDF412, we have focuses a lot on identities and understanding our own in relation to our peers and
application of model(s) of gender identity how they effect our lives, beliefs, interests, etc. In relation to the gender and Gender identity
above development model by Patton et al and the social cognitive theory of gender identity development by
Bussey and Bandura, we learned to understand the various components pertaining to how an
individual’s gender identity develops throughout their life in an ongoing process. The three
components of this model are personal, behavioral, and environmental. In my own life, the personal
element of the model, broken down by physical, biological characteristics, and self-concept have
worked in allowing me to understand and express my gender identity in ways that aren’t necessarily
affirming or questioning it, rather reinventing my perception of womanhood and femininity. The
behavioral component works in my own life and that a lot of the activities that I actively participate in
are either considered feminine or masculine, but to me and my own gender identity, don’t view them
as such. I view them as embracing myself, regardless of the gender primarily associated with the
activity or action. Lastly, environmental relates to how those around me and the media help me
interpret and perceive my own gender identity. I am an avid user of social media and have found that
in more recent years gender as an entire concept as seen as fluid and therefore I truly believe that my
idea of my gender identity will constantly be shifting and changing overtime.

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.)

82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF412 As my HDF412 class was learning about power and privilege, we learned about Peggy McIntosh’s
McIntosh’s theory of privilege and its theory about privilege, specifically White Privilege and what exactly it means to “unpack the invisible
relationship to leadership knapsack.” McIntosh details the education systems in place and how they primarily focus on racism
putting people of color at a disadvantage, but not teaching that being white and having white privilege
puts white people at an advantage. This theory states that white privilege is like an invisible,
weightless knapsack that holds things like special provisions, codebooks, tools, and blank checks.
She outlines a list of 26 conditions that white privilege allows for white people to benefit off of or
remain certain of. The list ranges from benefits of being able to go unfollowed in a grocery store,
raising children who she knows will be safe and not targeted, to even finding band-aids with the
proper skin tone. These contains directly call out each aspect of the system in place. She states that
power from unearned privilege can look like strength, however it is merely just permission being given
to escape or to dominate. She also states that disapproving of the racist system in place will not be
enough to change them. We must redesign them by acknowledging things that have been unseen and
bring them to light. In the United States, there is ab obliviousness surrounding white advantages that
is strongly inculurated to maintain the myth that democratic choice is equally available to all. She
acknowledges also that system change happens over many decades, but a change that white people
can incorporate daily to begin to facilitate change and understand white privilege is to raise our daily
consciousness about the perquisites of being white and how we can use our arbitrarily-award power,
power instilled in us by our government, to reconstruct that very power system and tackle the issue
from a broader, self-aware baseline.
McIntosh, P. (2004). White privilege: Unpacking the invisible knapsack. In P. S. Rothenberg (Ed.),
Race, class and gender in the United States (6th ed., pp. 188-192). New York: Worth Publishers.

application of McIntosh’s theory

85. Student will describe the differences and HDF412 In HDF412, we leaned about the Three-Dimensional Matrix of Oppression by Hardiman, Jackson, and
similarities of individual and institutional Griffin. This model outlines the similarities and differences between individual and institutional
oppression and relationships to oppression and how they relate to leadership. This model can be layout in the shape of a three-
leadership (Source = Three Dimensional dimensional cube and broken up into various levels. The three horizontal levels are Cultural,
Matrix of Oppression) Institutional, and Individual and then furthers those levels by adding two additional factors, the
difference between the behaviors and attitudes as well as the distinction between consciousness and
unconsciousness within those levels. At the individual level there is a focus on an individuals attitudes
and behaviors that they maintain in relation to oppression, intentionality and unintentionally. There are
conscious and subconscious responses people have at an individual level as we interpret messages
and examine interactions in leadership settings. Stereotypes are an example of these subconscious
and conscious labels we place on groups of people. At an institutional level, oppression is maintained
after a continuous cycle of production, reproduction, and reinforcement of messages and practices by
government agencies, businesses, industries, financial corporations, education systems, religious
organizations and the legal system. Institutional norms protect policies of exclusion and keep
privileged groups in power. The difference between individual biases and those of institutions is
multifaceted. Institutions are largely responsible for reinforcing systems of oppression through their
policies, however individuals are contributors to these discriminatory policies because they are the
ones actively participating. At the societal and cultural level, there are messages being conveys about
what is correct, acceptable, and even greatly excepted within society. In a society built on oppression,
the dominant groups are in charge and the status quo goes unquestioned in these systems. For the
marginalized people, the cultural norms and obstacles they experience come from all aspects of this
society. As a leader, recognizing what constructs are in place that promote exclusion and
discrimination and making active efforts to dismantle them are the only ways to create meaningful
change in harmful systems within an organization or institution.
Hardiman, R. Jackson, B. W., & Griffin, P. (2013).
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective

leadership as it relates to change agency
88. Student will describe personal examples

of being a change agent
89 Student will demonstrate knowledge of -

the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal

application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the HDF412 In HDF412, we discussed The various components of Jackson’s multicultural organizational
Multicultural Organizational Development development model. The model broken up into several phases. These faces are exclusionary, club,
Model (Jackson) compliance, affirmative, redefining, and multicultural. Throughout these phases, moving from left to
right, are the concepts of monocultural, nondiscriminating, and multicultural systems in place and at
work. The first phase of monocultural systems pertain to organizations that are less prevalent in
today’s society, where exclusion is at the forefront of their importations. Clubs within this phase are
more passive in their efforts towards exclusion however these clubs still heavily rely on the values
traditions and beliefs as well as the policies and missions of one particular group of people. The two
phases in the non-discriminating stage of the model are the compliance system and the affirming
system. The compliance system conforms toward societies excepted rules, however no effort is made
to change the organization in anyway so retention for a new policies is low. The affirming system
involves moving beyond the compliance toward society and works towards illuminating discriminatory
and unethical practices when it comes to multicultural inclusion initiatives. The final stage,
multicultural, involves the redefining system and the multicultural system. Within the refining system
barriers to exclusion are removed and many organizations promote diversity and begin outreach.
Lastly, the multicultural system depicts an organization that place is multiculturalism at the center of its
mission and strategize his ways in which they can expand their community to people of many cultures
and belief systems.
Jackson, B. W. (2005). The theory and practice of multicultural organizational development in
education. In M. L. Ouellett (Ed.), Teaching inclusively: Resources for course, department &
institutional change in higher education (pp. 3-20). Stillwater, OK: New Forums
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 HDF412 Critical thinking, as defined in HDF412, is defined as “intelligent reasoning with supporting evidence
of critical thinking and fallacies (logic is to help make wise decisions.” This definition requires an individual to seek out evidence and
used in this minor) understand reason in order to effectively think critically. Some examples of evidence might be facts,
proven and sited, testimonial evidence, the kind that is given by a trustworthy witness or an expert on
the subject that can verify the validity of a claim or statement, and statistical evidence gathered to
further support or proof a point. Within the context of critical thinking there are structural errors in
arguments and a lack of genuine reassigning known as a fallacy. Fallacies can include hasty
generalizations, when someone makes a conclusion based on little to no evidence. Begging the
question is another error in reasoning because it assumes the point that needs to be proved,
meaning there is no real end to the questioning at hand. Another fallacy is a complex question that
leads to no actual answer. Ad hominem is an attack on a person’s character rather than the issue at
hand. False analogy creates confusion by competing two items that are unrelated. Lastly, a slippery
slope is build off the assumption that an intuitional action will turn into a catastrophe. Avoiding the
conditions that block critical reasoning like prejudice and group think are also crucial to being able to
think critically.
Caputo, J. S., Hazel, H. C., & McMahon, C. (1994). Interpersonal communication: Competency
through critical thinking. Needham Heights, MA: Allyn and Bacon.
99. Student will demonstrate proficiency of HDF412 Throughout my time at the University of Rhode Island, I have learned many key components in
critical thinking HDF352G relation to critical thinking and ethical decision making and how those two concepts work in tandem
with one another within my own identity as a leader. In HDF352G and HDF412, we learned how to
think critically in a fast paced environment. A key takeaway for myself on the basis of critical thinking
is how I am able to implement it into my own life professionally as a film student. Maintaining a level
head, doing research on the film community, and tackling each issue as it comes will allow me to
interpret, understand, and create change whilst listening to the crews that I am a part of. In order to
create meaningful change within the film industry, I must be able to take a step back and recognize
what needs are not being met and what the most logical and safe way to fulfill them is. I hope to bring
a new perspective to the film industry by using my own critical thinking skills and picking apart each
conflict as it arises, acting on my feet and collaborating with those around me in order to make films
that myself and my co-workers are passionate about. I look forward to being a young filmmaker,
especially because the field is changing so much right now and the people behind the scenes are
being seen and heard. Safe working conditions and manageable work hours are something that
everyone should have access to. It is their right. By remembering to steer clear of fallacies like false
analogies, biases, complex questions and generalizations, I will be able to interpret issues with a
clear mind and understand each situation in my professional life at face value rather than having to
siphon though mixed messages. As an ethical and open-minded leader, I hope to facilitate a safe
space for people to come and voice their concerns should any arise on set. I am hopeful for the
future of the film community and cannot wait to be a part of it.
EVIDENCE #99
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)
107. Student will demonstrate knowledge of HDF412 In HDF412, we learned about Crisis Leadership through the lens of the Crisis Life-Cycle Model by
leadership that is used in crisis (i.e., James Braden et al. Braden et al’s model details the various phases of a criss life-cycle and the reactions
& Wooten; Garvin; Covey; Frohman; that a crisis leader how to each individual phase so as to navigate through the crisis as efficiently and
Lalonde; Schoenberg; Joni; Braden et al; safely as possible. The first phase is the preparation phase. It asks the question of what a crisis
etc.) leader has already established in the case of an emergency. What systems are already in place to
aid the general body during a crisis. This Preparation Phase encompasses the comfort zone and
establishes a tone of normalcy due to the fact that the stress level within a community in the comfort
zone is essentially non existent. The crisis hasn’t hit in full effect, however the preparation phase is
crucial to laying the ground work and establishing systems before the emergency phase. In the
emergency phase, an event or sudden change creates stress or chaos within a community. This
group is no longer in the comfort zone as the system stress level quickly rises and the general
community is in destress. A crisis leader will not be overwhelmed by the urgency and severity of the
crisis, bur rather be able to take a step back and pull from their guiding principles and the guiding
principles outlined by their organization. An effective crisis leader will utilize all resources available to
them during the emergency phase to create the most minimum amount of stress needed for the
community to move through the emergency phase and to the Adaptive phase into the learning zone.
The Adaptive phase can only begin when the organization is stabilized and any immediate danger is
under control. The learning zone can vary in length and size based on the organization’s ability to
handle stress and the ways in which a crisis leader handles the situation. the model states that both
adaptive and technical solutions are required during a crisis because they work in tandem to create
meaningful change. Technical solutions reduce immediate danger to the general public, however, in
order to have suffice organizational growth in the future, adaptive and innovative approaches are
also required.
Boyd-Colvin, M. A. & Camba-Kelsay, M. J. (2018). Overview of crisis models [PowerPoint slides].
Retrieved from sakai link]

108. Student will describe examples of HDF412 Braden et al’s Crisis Lifecycle Model can be used in relation to many different crises around the
leadership in crisis situations (i.e., world. In HDF412, the class was divided into small groups to prepare an in-class presentation on the
application of James & Wooten; Garvin; various types of leaders across different crises. Our group primarily focused on the ways in which
Covey; Frohman; Lalonde; Schoenberg; COVID-19 impacted the state of Rhode Island and the different types of crisis leaders that emerged
Joni; Braden et al; etc.) from it. In the preparation phase of this cycle, we saw leaders like Gina Raimondo taking pieces of
South Korea and New Zealand’s plans for COVID-19 preparation and safety. She also strongly
encouraged Rhode Islanders to stay home as much as possible. During the emergency phases we
saw cases rising in the state and Raimondo stepping into action as she quickly extended the stay at
home order, implemented social distancing, and utilized resources to establish vaccination centers so
that getting the vaccine was as safe and easy as possible for the general public. During this phase,
as cases spiked, there were many questions as to how the community would rebuild after this. With
only essential businesses remaining open, some popular tourists spots closed in definitely because
they were not allowed to remain open. Lastly, in the adaptive phase, Raimondo illuminated her plans
for the future by passing legislature pertaining to the pandemic and how the government of the state
would aid in economic and social endeavors to restore the communities most highly impacted by the
pandemic would have the easiest road to recovery possible. She also took the initiative to make sure
the general public stated informed on the vaccination status and new COVID updates as they are
reported.
EVIDENCE #108
Outcome Category: Interpersonal and Organizational Concepts & Skills

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

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 HDF412 In HDF412, Crucial Conversations are taught to be any high stakes discussion where opinions vary
of a Crucial Conversation and steps to and emotions run strong between each attending party. The results of these conversations can have
maintain dialogue and move to action impacts on the rest of an individuals life. Effective leaders must be able to navigate these
(Patterson, McMillian & Switzler) conversations. The first step of having a crucial conversation is to Start with Heart and stay focuses
on the goal at hand. One must first work on their own motive and understand what they really want
form the conversation. Next, one must make sure this conversation takes place in a safe environment
and Learn to Look. A good leader who is navigating a crucial conversation is able to recognize if an
environment becomes unsafe and is able to navigate out of the space. Next, Pause and
Communication Hooks help an individual create verbal and non-verbal cues between the messages
that are being relayed. Some of these hooks like speaking too fast, no eye contact, and allowing for
too much silence might create dissonance or discomfort in the conversation. A crucial communicator
can also understand that silence, violence, and other cues of emotional distress can be a signal that
the conversation and environment are unsafe. Taking a step back, assessing the safety, and stepping
back in when the time is right will help maintain the integrity of the conversation and make it safe. In
order to monitor your own emotions when attending a crucial conversation, the path to action will help
keep you on track. First, see and hear the messages being presented, tell a story, your story, feel
intentionally, and then act. The goal of being an effective communicator during these crucial
conversations is to be able to talk about anything and to make that environment safe. In order to take
the outcome of these conversations into tangible ways to change your life, one must also learn how to
turn these ideas into habits by mastering the content, skills, figuring out a clear and recognizable
motive and building in cues for these.
Patterson, K., Grenny, J., McMillian, R. & Switzler, A. (2012). Crucial conversations: Tools for talking
when stakes are high (2nd Ed.). New York: McGraw-Hill.
118. Student will describe examples of HDF412 Module II Discussion In HDF412, students are encouraged to engage with one another and discuss a variety of different
engaging in a Crucial Conversation world issues in order to get a better understanding of the beliefs and ideas of their peers and develop
a more well rounded world view. During class, we were broken into small groups and tasked with
answering a “big question” together and navigating a conversation as a group. The topic that our
group chose was “How does technology change us?” Our group chose this topic because we were
able to make distinct connections between technology and the way it’s affected crisis leader ship
which was also our topic for the crisis leader ship module as well. The first part of this crucial
conversation required us to start with the heart and stay focused at the goal at hand. We had to figure
out what we wanted to get out of the conversation in order to have a productive one. Mainly we all just
wanted to a better idea of each others beliefs and how each of us feel technology has impacted our
own lives. Because we were in a classroom environment, the Learn to Look step was fairly easy. Our
classroom in HDF412 is a safe space where we can speak freely. We used open and respectful
dialogue with one another and actively showed that we were listening and responding with verbal and
nonverbal cues in order to avoid Communication Hooks. We utilized the tools learned about crucial
communication in order to share a multitude of viewpoints and understand one another’s common and
differing beliefs or experiences. We all kept the main goal of understanding and communication in
mind as we approached the main part of the conversation. One main take away from this conversation
was that technology can be good and it can also impact our lives in a harmful way. It was during the
discussions of how it could affect us negatively that we had to be mindful of one another’s feelings
and monitor emotions.
#EVIDENCE 118

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

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

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

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)

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

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

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
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

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
161. Student will describe personal examples -

related to being a peer leader and being
led by peers


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LEADERSHIP

Name: Lee VanderVeen

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

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Outcome Category: Self-Leadership

1. Student will demonstrate autonomy and a

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 !7

Leadership Inventory Revised 08/22/2017 !8

Leadership Inventory Revised 08/22/2017 !9

Leadership Inventory Revised 08/22/2017 !10

10. Student will demonstrate the ability to -

Leadership Inventory Revised 08/22/2017 !11

12. Student will show evidence of goals and -

13. Student will show knowledge of the -

14. Student will show application of Maslow’s -

15. Student will show knowledge of the theory

16. Student will show application of Manz &

17. Student will describe StrengthsQuest -

18. Student will describe personal leadership -

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 !12

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

28. Student will describe personal application -

29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

37. Students will demonstrate knowledge of -

38. Student will describe personal application -

39. Student will show knowledge of the

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !14

Leadership Inventory Revised 08/22/2017 !15

45. Student will demonstrate knowledge of -

46. Student will describe personal application -

47. Student will show knowledge of the -

Leadership Inventory Revised 08/22/2017 !16

49. Students will demonstrate knowledge of -

50. Students will describe personal -

51. Students will demonstrate knowledge of

52. Student will describe personal application