Inventory Final Edit

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

Date Enrolled: 09/05/2018
Date of Graduation: 05/19/2022
*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 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 offer 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 HDF 190~ Public speaking has always been one of my biggest fears. I enjoy keeping to myself,
autonomy and a minimized need so when I was given the assignment to perform an individual speech about servant
for approval leadership I was very nervous. I struggle just standing in front of a crowd so to do a
memorized speech on the topic of servant leadership was a complete curveball. But
I decided to become a driven individual for this project to really see what I can do. I
was ready to see how I can really bring this speech into my own. I may have been
robotic and kind of timid but I was proud of what I said and the anxiety and fear of
public speaking. I needed to be myself when talking in front of other people,
projecting an image of course, but more so just being me and stating what I valued.
I didn’t need people to like what I said, I just needed them to understand where I
was coming from.
2. Student will demonstrate WRT 106~ Having a semester-long project thrown at you the first day of class on your first day
personal, organizational, and of college is a very daunting task. In my research writing class last semester, I was
academic examples of to select a topic of importance to me and present a 12-14-page thesis at the end of
self-discipline the class. I chose gun control as a topic because I found it interesting and I lived
north of a gun violence ridden town so I wanted to see the reasons why we were
still keeping these firearms available to the public. I laid out outlines for what I
wanted to say and research, visited pro and anti-gun advocates, and finally came up
with my thesis. Our professor gave us little instruction or direction so it was really
up to us to bring this paper to life.
3. Student will demonstrate the N/a Mindfulness Lessons from For all of my life I have practiced mindfulness. Being hyper aware of my emotions
ability to manage emotions licensed yoga teacher and living in a house where feelings are encouraged and thoughts flow freely. My
mother has taught yoga, tai chi, and mindfulness classes for over 25 years. I have
attended countless classes run by her and her colleges and have found a great deal
of knowledge in doing so. I have learned the art of mediation and the ability to

connect with my inner self and judge inward instead of outward. The level
headedness my mom has given me since I was a young child has truly resonated
with me all the way to college as I grow and learn even more about myself.
4. Student will demonstrate MGT 341~ In any organization the need for mental clarity and stability is very high especially
knowledge of stress management when one finds themselves in a leadership position. Stress and the overbearing
methods nature of how our world works can really take a toll on even the most steadfast and
committed leaders. Being able to keep a steady mind and clear vision towards the
goals you aim to achieve is possible even under immense stress and seemingly
insurmountable odds. The knowledge to manage stress comes firstly from within,
being able to identify and quell any anxiety or fear depends on your past
experiences, beliefs, or biases. Then as a leader being able to properly deal with that
stress will determine how your organization moves forward. Leaders need to do
three things in order to notice stress, deal with its effects, and move forward for the
sake of the company. Delegation of responsibilities, prioritization of tasks, and
prevention of further stressors are all vital aspects of what makes a leader flexible
and able to get through stressful situations.
5. Student will demonstrate the HDF352G~ Learning about how to be an adult requires that we be accustomed to stress and
ability to manage stress stressful situations. In my HDF352G class, also known as Adulting in the 21st
Century, my knowledge of how to manage and appropriately deal with stress will
help greatly in my professional life and my personal life. I used to manage stress in
some pretty bad ways, overeating, procrastinating, and even sometimes putting
myself in harm's way just to feel less stress. It was not good and I knew I needed a
readjustment so I tried to really hear the lessons Dr. Branch taught us in this class.
The first step to managing stress is to first identify your reaction and your outlet.
Your reaction is based on past hurt or experiences that made you react to stress in
the past. You need to channel your thoughts and understand the root of where this
is coming from. Secondly you need to identify your outlet, how will you deal with
this stress. And from this you usually have three options: readjust, redo, or retreat.
Readjusting your mindset and already set goals will help ease the stress. Redoing
whatever you’re stressed about may help you find a new vision or motivation. And
retreat is when the stress is too much and you need to simply remove yourself from
the situation and re-affirm your value.
6. Student will express a personal HDF 352G In this course we learned about a concept called self authorship. It is a concept of
code of leadership / membership ethics and self leadership that can help us to define who we want to be as mature
ethics adults. It involves developing an inner voice, or code, one set or spectrum of rules a
person chooses to live by. Baxter Magolda defines self-authorship as “the internal
capacity to define one’s beliefs, identity, and social relations” and answers the three
following questions (Evans et al.,Self-Authorship, 2010, p.184): How do I know?
Who Am I? How do I want to construct relationships with others?. These questions
I believe form the foundation of who I am as a leader and ethical person. I have to
constantly reflect on my knowledge, notions, and assumptions because that is the
only way I’ll grow and learn throughout adulthood. As a child we form ideas about
ourselves and the world around us, we can hold onto our illusions or delusions, or
we can actively question them to try and make more sense of things going on
around us. The second question of “Who am I?”, is something I reconsider everyday
in terms of my vision, my motivations, and my goals. I have a general idea of what I
want my life to look like, however I need to be in constant development and
revision, otherwise I will not be securing my inner voice. If I allow myself to be

blown around by the wind, then I will not find the inner voice of self authorship.
Because I imagine self authorship to be like writing a book, I am in the prewriting
phase currently, trying to build more knowledge before I step out into the world
and begin to write my own story. I make decisions based on reason and empathy to
ensure I adhere to Aristotle's ideas on virtue ethics which I feel is a good foundation
for living your life as an adult. I feel that with a pure heart and a clear mind most
people can find the common humanity within themselves that we all have. That is a
huge part of the third question of self authorship, How do I develop relationships
with others? I am an ethical and reasonable person who sees the good and bad in
everyone, however that is based on my preconceived notions. In order to live fully
through self authorship I will need to become steadfast in my convictions. For
further information on my development through self authorship please( See
Evidence #4)
7. Student will demonstrate practice PHL 314~ The course Medical Ethics in Society and Medicine may have been one of the most
of the personal code of ethics important learning experiences during my time at URI. Learning about end of life
care, palliative reasoning, and hospice really opened my eyes to a sector of
healthcare and life I never considered before. Through the entirety of the course we
were assigned heavy topics that sometimes made me question things about my own
moral code that I may not have been comfortable facing otherwise. Our final
assignment for the semester was to develop a personal code of ethics and reason,
culminating everything we had learned in the course about various ethical theories
and concepts. The paper was titled “My Ethical Vision” and in it I spoke about
Aristotle's idea of eudaimonia, or living a life of flourishing, which reflects how I
hope to live. As a whole person unencumbered by fears or anxieties the world
forces us to face. I described how I would live for others before myself and develop
my code of ethics by being a man of learning, promise, and fortitude. (See #1 My
Ethical Vision)
8. Students will express a personal HDF 190~ Becoming the person I have always wanted to be is not an easy task. Finding what I
values statement (Sources = VIA, value most in life will be a challenge until the day I die. Learning about my
values clarification exercises, etc.) strengths and who I am at the core, as a person has guided me towards a life I am
excited to live. With the Clifton strengths (Gallup) assessment I have been able to
put into words what I know about myself and the way I find meaning in the things I
do. I am a Individualizer, Maximizer, focused, loving, and futuristic in my thinking.
I have always felt this way in my heart and have always wanted to help people do
their very best in everything in life. There was a level of comfort I found in reading
those values since it helped me verbalize what I can do instead of just saying I’m a
people person. It helped me to shape my personal values in accordance with what I
hold dear to my heart. I have made it my mission to try and see the world through
everyone’s eyes and help them reach their maximum potential while moving them
towards the future with focus and love in their minds.
9. Student will demonstrate practice HDF 190~ I came to this university with a slight advantage to normal students, I was enrolled
of the personal values statement in the Leadership Institute. Having met such wonderful and interesting people I
decided to pursue a minor in leadership and really get to see what it was all about.
Having completed HDF 190 I looked back on my accomplishments as a leader
within my small group. I was recognized as someone with a lot of things to offer,
things I didn’t really see in myself. Completing the class was much more than just a
grade, it was a life lesson that I am capable of things that can really make a

difference. I was always there when a group member needed someone to relate to
or talk to about their problems in college. I used my personal values to try and
make everyone feel a little less alone in this competitive and at times overwhelming
environment. I never would have realized I was capable of doing such things unless
I came to the leadership minor. It was a true first step into my growth as a person of
passion and love who could also lead people to do great things. At times I lost track
of my goals and aspirations but I kept my eyes on the prize and knew what I had to
do thanks to the experience of the first class of the Leadership minor.
10 Student will demonstrate the COM 100 I was a part of a three-week long research group into the reality of deforestation in
ability to lead a project from start Indonesia. In my Communication Fundamentals class, I worked with 3 other
. to finish (follow-through) students in creating a media market to raise awareness about the survival of Asia’s
entire ecosystem. By using my maximizer strength, I was able to organize my group
towards a solid plan and set weekly goals in order to do our best on the project. I
organized meeting times, divided work among the group, and kept everyone
focused on tasks which were instrumental in getting this project done effectively
and correctly. Though the road in the beginning was rough as we didn’t really
know each other we powered through and really got to know each other. There was
no real point in the project where I was concerned about the group, just the quality
of the project as well. There were small quirks and hiccups along the way but we
did a very good job in the end despite being total strangers at the start.
11 Student will describe goals and
objective statements regarding
. personal issues, career issues, and
community issues
12 Student will show evidence of ITR 302/304 Over the summer I was selected to head up a pilot program for my local beach
goals and objectives that were patrol. The Lifeguards in Training program was an experience that taught me the
. planned and achieved value of seeing something you built come into fruition through your own hardwork
and dedication. Every week I would plan with four fellow lifeguards to instruct,
demonstrate, and practice life saving maneuvers with local children from our town.
Our goal was to develop a program that would instill the values of confidence and
self esteem building for kids who would otherwise have no experience in the ocean.
My team and I had three goals for the end of the summer 1. Every child would feel
confident/safe in the ocean 2. Every child would leave morning practice knowing at
least one new thing about the ocean or lifeguarding. 3. Everyone had fun. And I
know these objectives seem frivolous or too subjective, however since it was the first
time this program had ever been done before we needed to start with big, general
ideas to help us structure day to day activities and schedules. For the first objective
we measured success by two metrics, one was the initial swim test of 50m and the
second was a final swim test at the end of the program which was 100m. Only 14 of
the 18 students completed the 50m swim however, 17 of 18 passed the 100 m swim
(one was absent). This was a concrete way to measure swimming ability before and
after the administration of the lifeguard program. And the second goal was
measured by not letting the kids leave practice until they told us one new thing they
learned. This was a laid back and less rigorous measure, however it did give us
insight towards which kids were paying attention and which kids were distracted.
It helped us to gauge who may be more or less familiar with the ocean, and then we
could adjust our curriculum to that student specifically. For example if a camper

wasn’t really responsive during the end of our practice, we would take notice and
try and get them more involved next time.
13 Student will show knowledge of PSY 113 Maslow’s hierarchy of needs is a theory of motivation which states differences
the “Hierarchy of Needs” theory among human beings needed for survival and growth. The base needs such as
. by Maslow shelter, safety, and belonging are required for an individual to feel comfortable in
their environment. This includes things such as community safety and physiological
health, which are crucial for survival. The need for social acceptance according to
this theory is also very important for human survival, as the theory postulates
human interaction and learning as a necessary part in our development. However
as we start to move out of this school of thought surrounding survival, we now get
into the growth processes of a person’s development. This includes things like
cognition and the desire for things to be orderly and aesthetically sound, this
creates a sense of control. And from there we move onto higher needs of the self.
Who are we deep down and how do we make the most of ourselves as people?
Maslow’s highest attainment to development is transcendence. Where abstract
concepts like peace, and unity guide a person’s development, rather than the forces
surrounding their development. This inner willingness to better yourself is the way
Maslow thinks we achieve transcendence.
14 Student will show application of Independent Discovery My life has been pretty straight and narrow for the most part. I’ve had much time to
Maslow’s theory to own life contemplate my standing and where I lie on Maslow’s pyramid of needs. The base
. deficiency needs such as shelter, food, safety, belonging, and self esteem have been
pretty present and my life has felt very little resistance as a result. I believe that I am
one of the few, privileged people who is nearing transcendence. My life is such a
mystery to me, that the minutiae of daily life and work no longer affects me except
from a comfort standpoint. All of the other needs I possess have been pushed to the
wayside in favor of this thing we call life. Transcending the physical and tangible
world around me is all I’ve ever wanted in my life. And saying that I’ve almost
achieved it as a 20 year old may sound ridiculous but I believe it to be true. I
remember everyday that I was given a strong base, so that I could reach for the stars
and soar as high as possible. The rigor and struggles of daily life don’t matter to me
because I am searching for inner peace and my highest self. My greatest
achievement in my college career was finally wanting to live for me. Maslow’s
hierarchy proves to me that while all of my base needs are taken care of, that I need
to find an enlightenment like I have never felt before. That will bring me satisfaction
and inner peace.
15 Student will show knowledge of COM 402 Leading others to lead themselves is by no means an easy task. Firstly you need to
the theory of Superleadership by understand yourself and your strengths and weaknesses as a leader in order to
. Manz & Sims properly guide your own thinking surrounding an organizational problem.
Secondly you need to understand the person you’re trying to get to lead themselves.
It is by no means magic or mind reading, superleadership is one’s ability to lead
others to lead themselves through designing and implementing a system that
allows and teaches followers to be self-leaders. This means carefully articulating
goals, ideas, and processes to your subordinates and ensuring they understand not
only the task at hand, but how to deal with discrepancies or issues that arise all on
their own without superior leadership getting involved. According to Manz and
Sims theory, teaching employees or subordinates how to practice self leadership
will steer them towards being able to lead others. The most important measure of a
leader's own success is the success of his or her followers on their own two feet. So

being able to get your group to this state of leadership through goal setting and
teamwork, will yield great results according to Manz and Sims. As employees and
followers are able to act as an extension of the superleader.
16 Student will show application of ITR 302/304 I believe I was engaging in a minor form of superleadership over the Summer with
Manz & Sims theory to own life my internship experience on the beach. As a lifeguards in training instructor, I was
. tasked with teaching eight to sixteen year-olds how to be a proper lifeguard.
Initially when we first began lessons, the kids were all extremely obedient and
listened to our every command. They never talked out of turn, caused any issues
among each other, nor did they even question our authority. So I was excited to
have this group of kids, because they seemed easy to lead, but man was I wrong.
The kids were all amazing, hardworking, and super kind, they all just lacked one
thing, confidence. Being in the ocean for many of them was a terrifying experience
and they did not feel comfortable swimming long distances in rough seas. I soon
realized that I needed to be the one who instilled confidence and self esteem within
these kids. Slowly yet surely I would gauge each individuals’ swimming ability,
what could be improved, and what steps I could take to remedy the issue. I had to
teach these kids that while it is okay to be nervous in the ocean, you can never be
afraid. Because when you’re afraid you panic, and when you panic you drown. But
I couldn’t say it up front like that to these kids. So instead what I did was simple, I
went in the water with them every time I felt someone would get uncomfortable,
and I would coach the kids on how to control their breath and how to swim
efficiently. I had to be with each kid who didn’t feel comfortable in the water, telling
them it was ok to be not ok, but they still needed to swim. I feel as though I taught
them to build confidence and resilience in the ocean, which is something I’m very
proud of.
17 Student will describe HDF 190 I found out about the Clifton StrengthsQuest through HDF 190 and it has given me
StrengthsQuest Signature great insight into who I am and how I would act to best serve as a leader. In
. Themes, shadow side of Strengths completing this survey, I found that I have the five following qualities as a leader:
and/or weaknesses, and examples Significance, Futuristic, Individualization, Focus, and finally Maximizer. These
of application (Source = Gallup) traits of mine have an overarching theme that center around my vision to help
people become the fullest and most productive versions of themselves. Having
always been a rather compassionate person I am not entirely shocked by these
results. Starting with the two I most relate to, significance and individualization, I
see each person as a story with an infinite amount of knowledge and values. The
ability to be able to bring out the best in those I lead will depend on how well I
execute the remaining three values of Futuristic, Focus, and Maximizer. I find that
really getting to know someone and helping them to reach great heights will be my
model as a leader and I will apply it as I have stated. However, I do realize this
approach has its downfalls. According to Gallup Strengths I am admired as a
person of worth due to my Significance strength, problem is I don’t really believe in
myself at times. So, if I were to be placed in a position of power it would come with
a slight risk if I was not able to provide myself with the care I needed to maintain a
level head while in a leadership role. So being able to provide for others as well as
myself will be my greatest challenge as a relational leader.
18 Students will describe personal MGT 341/ Myers Briggs Type Indicator The MBTI test is used by organizations to help individuals develop, create a sense
leadership style and/or HDF 190 Test of self-awareness, and to help teams work better together by acknowledging our
. personality style including own strengths and weaknesses. The MBTI assessment can help in conflict
strengths and weaknesses and resolution, leadership development, career coaching, team development, managing

examples of application (Sources change, improving communication, and decision making. I personally fall into the
= Leadership style inventories, the INTJ category. Of the 16 possible outcomes, my MBTI assessment determined that I
L.P.I., Type Focus (MBTI), LAMP, am an Architect (INTJ), which is a person with introverted, intuitive, thoughtful,
DISC, and other career and judgemental personality traits. In my opinion this is a very accurate way I go
inventories, etc.) about leading others and myself. I truly believe that my success is based upon my
own definitions, not other people's expectations. I am determined to make my own
sense of worth and value by finding ways to inspire myself, and ask more than
what I thought possible of me. As a leader however this can cause issues, I really do
not take other people’s opinions into my worldview. I will take advice where
needed, however I am a self starter and lone wolf at heart. I have minimal interest
or time for things that do not directly impact my well being or success. In
professional or leadership settings I will need to be more willing to hear everyone’s
perspective and be less introverted in my decision making. Though it may seem
rational to me, it may seem outlandish to others and being able to acknowledge that
will hopefully benefit me as I progress through my life. At times, Architects wonder
if dealing with other people is even worth the frustration and hopefully this is
something I can find the answer to. Because while I for the most part don’t trust
people, I will need to have faith in those I work with and know that they are just
doing things in a different way than I am. This also shows my growth as a leader,
because back when I first took this test in 2018, I was categorized as INFP. And I
have the document from 2018 to show for it! (Evidence #2)
Outcome Category: Leadership Theories
19 Student will show knowledge of
the “Authority and Bureaucracy”
. theory of leadership Weber
20 Student will describe personal
application of the above theory
. (Weber)
the “Scientific Management”
. theory of leadership by Taylor
. (Taylor)
the “Management by Objectives”
. theory of leadership by Drucker
. (Drucker)
25 Student will show knowledge of COM 402 X & Y Theory is a very polarizarizing view and theory of leadership. Individuals are
“Theory X and Theory Y” theory placed into an organization that is either X or Y. The theory looks at how
. of leadership by MacGregor individuals interact with the rules and systems an organization has in place, while
also keeping in mind personal motivation and behavior outcomes. Theory X is a
rather pessimistic view of people in the workplace. It assumes the worst in people

and assumes people need close supervision, guidance, and reprimand in order to
work effectively. Theory X ascertains that people are inherently lazy, greedy, and
unwilling to put in the work if another, easier alternative exists. The idea is that
people need motivation outside of themselves in order to find success within an
organization. This makes it seem like people want direction and instruction, rather
than coming to a solution on their own. People not having autonomy or growth
behavior under this theory is a good thing, because otherwise the organization
would fall apart. However the Y theory assumes people are better than that. We are
not forced to work but rather choose to work and enjoy finding rewards in our
endeavors. Theory Y assumes the best in people and aims to confirm that humans
like to work, are creative, and can be self-directing. Theory Y employs a more
laissez faire style compared to that authoritative Theory X. The way this theory
applies in the real world can vary due to the fact that not many people are always
motivated or always acting in accordance with company values. This can be due to
a number of reasons outside of the management and staff’s relationship, so this
theory doesn’t hold too much weight in the real world.
26 Student will describe personal I saw this model of leadership present in my restaurant a few years ago. My one
application of the above theory boss who oversaw the inside of the restaurant, was definitely a Theory X believer.
. (MacGregor) He yelled and reprimanded everyone who made any slight mistake. He would
always remind the staff that he was in control and that his word was final. One
night in particular I remember him calling all of us into the dining room after the
shift had ended. He yelled at us for hours about not making enough money and
about not being diligent when it came to bussing tables and keeping the dishwash
station clear. My boss was so angry he fired two people right in front of the entire
kitchen, because he deemed them lazy and unmotivated. However that night was
extremely difficult for all the staff due the sheer volume of customers we had. My
boss blamed us for our shortcomings while my manager, who I believe is a theory Y
leader, tried to get us to see how we could do better the next day. After the big
ruckus my boss made, my manager took time after to assure the waiters and staff
that we were valued, just that we needed to work a bit harder. And he knew that
the drive to work hard comes from within so he tried to get that out of us after we
had just been reprimanded by someone who thinks we need to be controlled like
animals. It felt very humanizing to hear, but at the same time it felt like a “good cop
bad cop” dichotomy, and for me it wasn’t very sustainable. However I know that I
want to be like my manager and a Theory Y leader, because that is the side of me I
know best. I am not good at telling people to do better, they have to do that
themselves.
27 Student will show knowledge of HDF 190 I gave a speech about servant leadership based on the Greenleaf model. The speech
the “Servant Leadership” theory was a reflection of my strengths and values and how I will apply them later in life.
. of leadership by Greenleaf But understanding the model is much different than actually living the model as a
leader. Servant leadership is defined by Greenleaf as being a servant first. Being able
to bring forward the best in people and giving light to those who need it most.
There are 10 characteristics to being a true servant leader. The first being listening
which means you are a valued and respected person in making important choices
for the group. Empathy comes next, which is the ability to really get in tune with
those who you are in charge of and see the world from their point of view. Healing
is the ability of a leader to really make someone feel valued and integrate them into
the group with their endless supply of benefits. Awareness is the understanding of

issues involving ethics and values which is critical for a leader of a diverse group.
Persuasion is the ability to get others to see your ideas and have them help you see
them to fruition. Conceptualization is the ability to see your goals and make them
come to life with the group helping you. Foresight is similar to conceptualization
but it is deeper than that as it is the understanding that the path to success may
seem vague but your goals and ethics will guide you there. Commitment to the
growth of people, the ability to see each person’s intrinsic value and help them to
find the best way to make their strengths and weaknesses become a tool to find
success. Building community is the visions to see your efforts help the collective
even outside those you are leading
28 Student will describe personal HDF 190 Servant leadership is a lifestyle that many possess but only few can master. I have
application of the above theory seen the servant leadership model in its full extent at the Leadership Institute over
. (Greenleaf) the summer before coming to URI. I watched my peer leaders exemplify what it
meant as we continued to get more and more familiar with what it means to be a
true leader. Our leaders have helped us navigate the true meaning of becoming a
servant leader. With various lessons and activities like ropes courses and deep
personal talks, we learned about values like significance and empathy. I think it fits
perfectly into Robert Greenleaf’s perception of Servant Leadership. In the future, I
hope to get even more on campus as a servant leader. I want to participate in
various events to help fulfill my abilities as a servant leader. Such as volunteering at
hospitals and cancer wards to gain insight into the lives of those less fortunate than
me. It will also help me to gain insight into my hopeful field of study, healthcare.

the “Principle Centered
. Leadership” theory by Covey
. (Covey)
the “14 Points / TQM” theory of
. leadership by Deming
. (Deming)
33 Student will show knowledge of COM 402 The hardest part in leading an organization is knowing where you’re going. Having
the “Visionary Leadership” (now a shared idea as to the best outcomes that your organization can provide, will help
. often cited as “Transformational propel both leaders and followers towards a more impactful end result. A visionary
Leadership”) theory by Sashkin leader is a person who has a clear idea of how the future should look. They lay out
concrete steps to bring that vision to life, and then they lead a team of people in that
direction based on their respective abilities. Transformative leaders possess four
qualities that make them effective leaders, firstly the leader must understand the
organization at an individual level. Individualized consideration is the degree to
which the leader attends to each follower's needs and adapts to their strengths and
weaknesses. The leader acts as a mentor or coach to the follower and listens to the
follower's concerns and needs. Secondly a leader will need to be able to make their
followers think in new ways. So as to be intellectually stimulating and create an

environment where employees are encouraged to share ideas and thoughts. Leaders
with this trait stimulate and encourage creativity in their followers resulting in
higher commitment to the organization and intrinsic motivation. Visionary leaders
also have inspired goals and motivation within themselves, they must give purpose
and meaning to provide the energy that drives a group forward. An inspired
motivation will provide the followers with a clear idea of what you’re looking for as
a leader. And finally as a visionary leader you must be able to act as a role model
for promoting ethical behavior. This quality instills pride, gains respect and builds
trust among members of your organization and will make them more willing to
follow your ideas. Visionary leaders, as well as their followers, help to advance to a
higher level of morale and motivation within an organization by promoting an
environment of mutual understanding and commitment to your organization’s
goals.

. (Sashkin)
the “Individuals in
. Organizations” leadership theory
by Argyris
. (Argyris)
37 Students will demonstrate HDF 190 In HDF 190 also known as FLITE we learned about the Four V’s by Bill Grace.
knowledge of the “4 V’s” theory Values, vision, voice, and virtue are all part of Grace’s theory and are at the center
. of leadership by Grace (Center for of the Ethical Leadership theory. The first value lies within the individual’s own
Ethical Leadership) core beliefs by exploring our identities and integrating our values into everyday life.
Vision is the implementation of plans in service to others, and how you want the
final outcome to be. The third “V” is voice and explaining to others the call to action
that you wish to see and being able to motivate them into assisting you with your
vision. Virtue is the final “V” and the ability to acknowledge we practice what we
preach is paramount in protecting the common good. There are three subpoints to
this theory, the first being service. Service connects Vision to Values, indicating that
when our values are tested and tried through service to others. Polis refers to our
articulation of the world and how our world view grows as we learn through
experience. Renewal is a combination of Voice and Values and how we reflect on
our actions to ensure they are concurrent to our ethos.
Student will describe personal

38 (Grace)
.
39 Student will show knowledge of COM 402 The ability to know when to use certain leadership styles is a leadership challenge
the “Situational Leadership” in its own right. Not many leaders are adaptive, many fall back on their leadership
. theory by Hersey & Blanchard habits and styles even when they may not be very effective. The key according to
Hersey and Blanchard, is to be an appropriate leader in a variety of different
situations and build leadership experience based on those interactions. This model

suggests leaders adjust their styles to those they lead and make adjustments based
on their abilities. It focuses on the workers ability and willingness of individual
employees to enact meaningful change and systems to get their goals achieved.
Under the Hersey-Blanchard model, a leader adapts their leadership methods
depending on the ability and willingness of their followers and these two factors
can be more descriptive when you look at the four categories of the model.
Corresponding to employee development and growth, the model outlines four
distinct leadership styles, Directing, Coaching, Supportive, and Delegating. Each
has its own role to play and all of them require different levels of leadership ability
as well as employee awareness.
40 Student will describe personal COM 402 We did a North Woods Challenge session up at the URI ropes course for my COM
application of the above theory 402: leadership and motivation class. There was one particular element where not
. (Hersey & Blanchard) one of the other students could figure out the challenge. We had to swing on a rope,
over to the circles drawn on the ground, and from there we had to get each and
every person across until we all were in the right position. Until one girl, Kara,
stood up and started to have ideas that none of us were thinking about. She began
ordering people to do certain things that would help the collective group achieve
our task. Until that point she hadn't been very vocal in the group, however she
knew how to get people to and from the other side without issue. With her
command and guidance she helped us to complete the task. And every person she
gave different roles and instructions, she was being an active leader in the context of
the situation we were in. (See Evidence #3)
41 Student will show knowledge of HDF 190 In HDF 190 we learned about the Relational Leadership model that was presented
the “Relational Leadership” by Komives, McMahon & Lucas and how to implement it into our understanding of
. model by Komives, McMahon & leadership. There are five components to this model that are process, inclusiveness,
Lucas empowering, purpose, and ethicality. It is a combination of these aspects of
Relational Leadership that will be instrumental in enabling myself to lead others to
my fullest ability. Process is based on the idea that being intentional and
understanding how your group operates is integral to your success. Being able to
harmonize all the members of the group into one, sound ideology is really
important for an organization’s success. Secondly, being inclusive towards all
people who are in your group is really important as well. If you do not accept and
listen to the different points of view your group presents then you will fail because
not everyone will feel valuable to the greater cause. All the strengths, values, and
overall diversity of a group is truly beyond value so inclusiveness is really an
important factor of relational leadership. Empowerment is never a negative sign in
a group and is necessary to reaching goals, as if your members don’t feel
empowered to do their best then there is really no purpose in you trying to guide
them. Expecting great things from others whilst also lifting them up is a surefire
way to see your ambitions come to life. Ethics sounds like a really dry and cut way
to describe being a decent human being towards others. Defining your code of
ethics to your group will give them a sense of your values and vision for the group.
Without ethics disrespect and confusion could arise among your group which
would ultimately stunt the growth of everyone in it. And finally, being purposeful
in all that you do as a leader is of utmost importance. Having clear goals and ideals
will guide your group to do things effectively and with intent. Finding a common
goal and using the skills and strengths of those who follow you is truly a great sign
of a relational leader.

. (Komives et al)
the concept of constructivism
.
44 Students will describe personal
examples of implementing
. constructivism
45 Student will demonstrate HDF 190 Experiential learning is a two fold process that involves learning as you go along, as
knowledge of the Experiential well as learning how you develop and process that new information. It is like trial
. Learning Model (Kolb) and error but with greater introspection and ability to identify the ways you learn
and the ways you don’t. The way in which you learn is how you approach life in
general. It is also the way you solve problems, make decisions, and meet life’s
challenges. Learning occurs in pretty much any setting and continues throughout
your life. The experiential learning process supports performance improvement,
learning and motivation to continue learning. We all go through our professional
and personal lives, learning our strengths, weaknesses, likes and dislikes, however
the crucial aspect of this learning comes from one’s ability to draw deeper
knowledge about themselves. For example if a person doesn’t like having to share
responsibilities with other members within a group, that person should evaluate
why they feel that way. And should learn from the experience they gain by working
with others. By putting yourself in new and confusing situations, you can draw a lot
of yourself by being reflective and inspecting how you learn and adapt to different
challenges. The cycle of experiential learning starts first with the experience itself,
and then reflecting on that experience. These first two pieces help us to then think
about why we reacted or took information a certain way and finally act on how we
can improve next time we are in that situation or similar ones. Many lessons can be
learned from one experience if you take the time to reflect on it, think about the
implications for yourself, and act on your best judgment moving forward..
46 Student will describe personal Volunteering/Tutoring I think I felt this experience when I tried tutoring for the first time. When I first went
application of the Experiential to the public library in my town to help kids with their homework, I just assumed
. Learning Model (Kolb) I’d be telling younger kids how to do things I had already learned. I was 17 and
pretty decent at math and science, but English and writing were definitely not my
strong point. So at first when a student would ask me for help with English or
writing I would usually say that’s not really important. But obviously I was wrong
and these kids needed help to some degree. So I felt bad not helping, I would say
this was my first experience that sparked change. I wanted to become better at
helping others with English and writing, mainly because I wasn’t good at it. I
wanted to help but I knew I couldn’t, so I was reflecting on the fact that my
insecurity and lack of knowledge was really the only thing preventing me from
helping out these kids. So what did I do? I asked my old second grade English
teacher for her teaching materials, in order to better learn the English language and
how to teach it properly to younger kids. With this new knowledge I began to feel
more confident with my own writing, grammar, and English comprehension.
Which sounds silly but it was true, I hated everything about language arts, I only
wanted to focus on math and science because to me those were the important and

necessary tools to succeed, not talking and writing. But I realized after I reflected
that I needed to be helping these kids, not serving my own interests. So the
following year when I went back to the library to volunteer again, I felt more
confident in teaching other kids English because I had taken the time to learn it for
myself. My experience of being insecure about my knowledge has driven me to find
out more about what I can learn. I want to push myself harder and not just do
what’s necessary because that’s not how we learn. We learn by doing and being
uncomfortable, and making the next time more comfortable.
47 Student will show knowledge of HDF 190 Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose,
the “Social Change Model of Controversy with Civility, Citizenship and change are the 7 C’s of social leadership.
. Leadership Development” by I have learned about how to enact social change through doing but I have learned
Astin et al about social change by listening. Knowing how to be self-aware and look inwards is
extremely important for someone to enact social change. Congruence means you are
consistent with what you say and what you do as they say you can “talk the talk
and walk the walk.” Commitment means you are individually committed to being
able to make those around you better than they were when you first met.
Collaboration is arguably the most difficult aspect to master as it means you have to
be in similar agreement to your peers as to what you’re trying to accomplish and
why. Common purpose is the shared goal of your social change ideals and how you
will carry yourself through this process and distribute responsibilities evenly.
Controversy with civility is the ability for a group to have multiple different
viewpoints and backgrounds and still be able to be productive despite any conflicts
that may arise. Citizenship is valued in groups that are aiming to make a difference
in their community and really bring about change in a positive way for others
through their service. The final C and the most impactful of them all is change.
Change comes with the harmony of the other seven C’s being executed with intent
and the group has changed the defined status quo.
Source: Higher Education Research Institute (HERI). (1996). A social change model of
leadership development: Guidebook version III. College Park, MD: National
Clearinghouse for Leadership Programs
48 Student will describe personal HDF 190 Being able to enact social change is a really challenging task but if done in small
application of the above theory displays it can really change their outlook on the impact they can make. My FLITE
. (Astin et al) team decided that a social norm needed to be challenged, littering the beaches. We
took to Narragansett town beach to try and make a small impact on the community
by using the 7 C’s of the Social Change model. We started with looking inwards at
ourselves and what we could do to make the beaches a better place. Then we
allotted time and energy to how and when we would commit ourselves to this task.
Our thoughts on the issue differed in the severity and importance of what we were
doing. But despite that we were able to share the common purpose of wanting to
make the beaches more enjoyable for everyone. We didn’t have any real conflicts the
entire time except planning for when to complete the task. The reality of the
problem was apparent and we knew something had to change even though we may
have not changed the status quo we did come to understand what it took to be able
to really get the ball rolling on halting ocean pollution in Rhode island.
49 Students will demonstrate
knowledge of the “Leadership
.

Identity Development Model” by
Komives et al
applications of the above theory.
. (Komives et al)
knowledge of the
. Strengths-Development Model by
Hulme et al
. (Hulme et al)
53 Student will demonstrate COM 402 Under what conditions do the contingencies of leadership operate? There are two
knowledge of behavior theories dimensions to the behavior theories proposed by Ohio State researchers,
. of leadership from Michigan and consideration and initiating structure. Their theory sought to find the individual
Ohio State traits of effective leaders by conducting a systematic, study based approach of
identifying leadership. Together they found that two dimensions of leadership
greatly impact how effective a leader will be, first is how people oriented they are
and second is how task oriented they are. Initiating structure is an aspect of
leadership behaviors aimed at creating clarity and structure for an organization. It
requires that an organization sets clear expectations for its employees, provides
constructive criticism and enables improvement in its workforce. This helps to
orient task based goals around a central point that all the employees can work with,
it creates a baseline for behavior. And the second dimension of how people oriented
a leader is, will impact how well liked a leader is by their peers or subordinates.
Being people oriented means you are interested in building the moral and character
of your employees, whereas being task oriented is more about getting things done
orderly and on time. A leader needs to have both consideration for their workers,
and initiative to get the job done when it needs to get done.
54 Student will describe personal Working as a bartender I’ve experienced this kind of leadership when running and working behind a bar. I
application of the above theories was a bartender for a summer a few years ago and I had never done it before so I
. (Michigan & Ohio State) was pretty nervous as it was a lot of responsibility to undertake. I found that like in
the Ohio and Michigan theory, I needed to be two different, yet equal, leaders. I
needed to be personable to the staff I worked with while also maintaining
professionalism in order to keep the bar operating. One night in particular was
extremely busy, however it was the fourth of July so none of the other bartenders
felt like doing their job. Though I wanted to just snap and yell at them, I knew I
needed to be more people oriented, in order to get my coworkers to focus on the
task at hand. I had to be stern and blunt while also trying to maintain charisma and
not lose my cool. The relationship between wanting to be friends with your
coworkers, while also maintaining a level of task oriented behavior is the hardest
part about working in a restaurant. For some people it’s all about the work, and
they’re miserable to be around because you can’t relate to them on a personal level.
And then the flip side of being too personable with someone may decrease your
task efficiency and hinder your ability to work at your full potential. I had a hard
time yelling at my coworkers or getting them to do their jobs well, because I saw
them as friends.

55 Student will demonstrate COM 402 This form of leadership relies on the emotional relationship and persuasive power
knowledge of Charismatic of the leader and followers willingness to respond to charisma. It’s specifically
. leadership defined as a leader who uses his or her communication skills, persuasiveness, and
charm to influence others towards either a goal or end result. Charismatic leaders
depend on the strength and barvado of their personalities to win over their
audience and they are highly capable of responding to social cues others may miss.
Charismatic leaders lean into who they are when they’re on the job, they take on
their role with pride and focus and try to instill those same values into their
employees, whether those values are genuine or not. Now that being said
charismatic leaders do have their pitfalls as their role relies on them being
constantly and acutely charismatic at all times. When this starts to go sideways is
when employees start to view the leader as disingenuous or even phony, some feel
as though charisma and charm are linked to deceit and false promise. A study by
the American Psychological Association found that individuals who were
excessively charismatic were not nearly as effective as moderately charismatic
leaders because of their inability to lead operationally or honestly. Charisma may be
a beneficial quality in a leader however they must not rely on it solely to get the
work done, other leadership styles must be employed to ensure the leader isn’t just
focused on making themselves or their organization look good.
56 Student will describe personal High School Track and Field I used to charm people out the wazoo back in elementary school and all the way
application of the above theory through until high school I was well liked by most of my peers because of it. Being
. charming and nice was my way of getting people to like me and listen to what I had
to say. Nobody likes a grouch or someone they can’t relate to, so I made an effort
growing up to relate to and please everyone I met. I loved attention and the feelings
of power when people would say “Oh he’s so good at that” or “He really can do
that well” even when in reality I was faking it. For example, after our track team
suffered a major defeat at the state championship, I stood up in front of the bus and
started to make fun of people who lost their event. I basically started a roast of
everyone on the bus, and I was making fun of people while also trying to bring light
to their achievements that day. Because even though we’d lost, there was no point in
feeling sorry for ourselves about it. I wanted everyone to be honest and funny with
each other at that moment, I wanted people to not blame each other, but blame
themselves instead. I did that through teasing and trying to get people to look at
their shortcomings, while not judging them. I just did what I do best and made
people laugh and I think we learned more from that bus ride laughing instead of
crying. I wouldn’t use this tactic in the professional world, however I do think it
speaks volumes to how much of an impact you can have on people when you’re
smiling and laughing, even if what you’re saying is difficult to hear. I try to not be
disingenuous and I am always upfront with my feelings, however sometimes you
just have to laugh and smile through it.
57 Student will demonstrate
knowledge of contingency
. approach to leadership by Fiedler
. (Fiedler)

59 Student will demonstrate COM 402 Under this theory it is the leader’s job to assist followers in attaining goals and to
knowledge of Path-Goal theory provide the given direction and needed support to ensure that employee
. by House motivations are compatible with the organization’s goals. It means giving
employees a clear vision as to what each step of a process requires in an
organization. This model assumes that leaders will know how to adapt to each
situation. The main focus of this theory is employee satisfaction, leader acceptance,
and motivational behavior. The theory requires leaders to have an awareness as to
their employees abilities, loci of control, and perception of autonomy. The path-goal
theory identifies achievement-oriented, directive, participative, and supportive
leader behaviors. Where environmental factors determine the type of leader
behavior required and follower characteristics of locus of control, experience, and
perceived ability all play a role in decision making. Assuming leaders can
accurately predict how they’ll respond to every employee interaction, they will need
to be malleable and adjust frequently to their organizations needs and their
employees abilities.
. (House)
61 Student will demonstrate COM 402 Leader member exchange is different from most other leadership theories, as it
knowledge of Leader Member postulates leadership as a relationship between members and leaders rather than
. Exchange (LMX) theory by just a quality or characteristic. This theory delves into the cause and effect
Dansereau, Graen & Haga; Graen relationship between organizations and their actions, existing between both leaders
& Cashman; Graen and members. Under this relational structure, there is a pattern to the way leaders
and followers interact, in group, out group, and extra group. In group refers to the
members directly under the influence of the leader. And the interactions between
leader and member result in high quality, negotiated, reciprocal relationships,
where the member assumes responsibilities beyond the job description, these
people are considered in a group. The out of group members however are more
stubborn and less willing to work with the leader, as they prefer doing things by the
book and with guidance from their job description rather than the leaders guidance.
The leader must find effective ways to interact with these out-group members so as
to increase productivity and job satisfaction. The relationship between leader and
member can change and take various forms. However this theory assumes that the
further away you are from the in group, the less likely you are to remain at your job,
have higher job satisfaction, and work with your other members effectively. So
having a high LMX relationship with your leaders will result in greater outcomes
for both your members and your leaders. This theory has a variety of considerations
such as trust, motivation, and leadership differentiation. Leaders change their
behavior based on who they interact with, so in the real world there are a number of
considerations to be taken when looking at leadership and member relationships.
Loyalty to an organization, contribution, and respect towards group members, are
all measurable outcomes from the processes of LMX theory including countless
others..
62 Student will describe personal Personal Experience I had one of the most fascinating people in my life pass away last year at the age of
application of the above theory 94. My neighbor Peter was probably one of the most influential people in my life
. (Dansereau, Graen & Haga; and I was always inspired by his wisdom and mentoring ability. I never had a
Graen & Cashman; Graen) grandfather to call my own, but my neighbor Peter filled that gap for me. So for a
class assignment in high school, I was told to write a speech about someone who

has mentored or inspired you to be a better individual. I knew I wanted to write
about Peter and the lessons he had taught me throughout my life. He was a world
war two veteran and had lived most of his life in Burma after the war. In the 60s he
moved to the US and started a brand new life here, with little idea or direction
towards what he wanted to do. Peter and I would have long talks about what it
meant to be alive, and how to live a fulfilling and meaningful life. He would give
me lessons and knowledge that I will forever be grateful for. And he would always
tell me how much he valued my perspective on things. He wanted to hear my
thoughts and feelings about things people normally didn’t ask about, he was wise
beyond words. Some days Peter would have me help around with yard work, and
since he knew all about landscaping he would give me instruction and advice on
how to spread seed, plant shrubs, and get rid of pests. And I would show him how
to use his new lawn mower and equipment that we had got him for a birthday gift.
Peter and I’s relationship was reciprocal and we both learned a lot from each other.
In my speech I spoke about how Peter was a veteran, public servant, and genuine
man. He and I never had a formal business relationship, we were just good friends
who learned much from one another. And I’ll never forget the lessons he taught me.

knowledge of Leadership
. Substitutes Theory
.
knowledge of Models of leader
. emergence
66 Student will describe the impact
of traits on leadership emergence
. and performance
67 Student will demonstrate COM 402 Leadership by no means exists in a vacuum. We are constantly exposed and forced
knowledge of Chaos approach to into situations where there is no “right” way to lead, we have to deal with whatever
. leadership by Wheatley cards we are dealt. The knowledge of chaos and unpredictability in leadership can
help us guide thinking when things start to go sideways. Specifically chaos
leadership is leadership that does not rely on traditional hierarchy or bureaucracy
to get things done. Part of chaos leadership is allowing chaos and uncertainty to
help generate new ideas and thinking in order to create some sense of control. We
will never truly be in control of whatever situation we face, and that’s okay, it is
acknowledging the things you can’t control and trying different ways to face that
chaos. It is about being able to respect chaos and its role as a generator of ideas and
change. You cannot expect people to react the same way to chaos, but true chaos
leaders need to have a sense of the appropriate processes and mindsets in order to
be comfortable in uncomfortable positions. Otherwise chaos will turn into calamity
and ruin, and ruin is not a state where any organization, community, or group will
be able to function. Once you let go of the fear of chaos, you have the capacity to
come up with bold solutions that integrate all of the information available. On the
other side of chaos, you get a new kind of order, an order that is adaptive,
transformative, and all the things we want an organization to be. Chaos can create

beauty and it is the leader's job to help enable that creation from something that is
seemingly without form.
68 Student will describe personal Lifeguard/EMS Experience My experience as a lifeguard and EMS provider has exposed me to chaos leadership
application of the above theory pretty much every shift I’ve ever worked. Specifically I remember the day a man
. (Wheatley) pulled a knife on himself on the beach and I’ll never forget it. I had zero idea or
thought reaction as to what to do. I have seen some chaotic scenes in my life but
that day will always stick with me. I saw blood, people screaming, and a man in
more distress than he’d ever been in his life. But I still was the authority figure on
the beach, so I did what I could do best and saved as many people from the
situation as possible. I moved a group of children who were too close to the man
away from him, and began forming a line for people to not cross. The man was not
hostile towards anyone else, until the police arrived, fearing that they would draw
their firearms, I got on the loudspeaker we had on stand and screamed at the top of
my lungs to get everyone off the beach. Looking back on the situation there’s a lot I
wish I had done differently. However I know in my heart that I did everything I
could to intervene and make the safest outcome possible for the patrons. Nobody
was hurt, including the man threatening himself, and I got everyone to remain calm
during a very scary day at the beach. Chaos theory leadership is the ability to take
whatever hand you're dealt and play through like you know you can win.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how
cultural anthropology /
. paradigms relate to leadership
example of using cultural
. anthropology / paradigms as a
leader
71 Student will demonstrate PHL 212 This was probably one of my favorite theories to learn about at URI, and I’ve read
knowledge of the “Cycles of about it in many of my different classes, albeit I only learned more about it through
. Socialization” (Harro) theory and my own curiosity. This theory outlines how we become integrated and seemingly
its uses in leadership trapped within the cycle of socialization from birth until death. We are born into
this world through no choice of our own, without any preconceived notions, biases,
or thoughts about how to go about living our lives as individuals. As we progress
and age, our clean and unaltered consciousnesses are exposed to factors and
systems beyond our control. Our family and upbringing has a huge impact on how
we perceive ourselves and those around us, we form rules and ideas about how the
world works. We are taught things that consciously and subconsciously affect us for
the rest of our lives. Then we move forwards towards adolescence and teenage
years, after the telling of what is right and wrong, some make an effort to try and
question that. This is when a person is more exposed to social systems such as
school, news, and other institutions that aim to give information to an individual,
and based on that we generate ideas and opinions on how others are acting and
how they should be acting. We are bombarded with other people’s ideas about how
to think, look, talk, act and even feel. This second arrow of Harrow’s cycle is either
very detrimental to one’s development, or it is a positive. These ideas about how
one should live their lives, are reinforced by the systems and powers at be. For
example prisons and mental institutions, tell us who “should” be a part of our
society, we are reinforced with the ideas and rules of this world. And in the final
arm of Harro’s Cycle there is a divergence based on how the individual reacts to
rules of this world. Either nothing happens and the individual maintains ignorance
and their perception of the world, or the individual in the face of all these issues,
rises above and aims to break out of the cycle. Breaking out of the cycle means
rising above and questioning your preconceived thoughts about how the world
should look and operate. We begin to see flaws and cracks within our systems that
need to be addressed for the betterment of humanity. Social progress and change is
generated by those who observe and understand the systems of power within
which they were raised, and the willingness of those individuals to make a
difference.
72 Students will demonstrate I felt Harro’s cycle of socialization impacted me on a political level in the last two
personal application of the years due to the COVID pandemic. Our systems of power have been designed so
. “Cycles of Socialization” (Harro) that people with money can keep their money. And if the pandemic has shown us
anything, it's that money doesn’t matter in the face of crisis. I used to support
capitalism and democracy in the US because I was told constantly that it was good.
My dad was a well off business man, and I was told the free market is the best and

that money makes the world go round. Money to me was important but it wasn’t
everything. The pandemic taught me and many others that money doesn’t matter
when it doesn’t help people. I was so enraged at our response to the pandemic
because it felt like the American economy was the only focus of our political
leaders. Both sides knew the severity of this pandemic and little to no effort was
made to mitigate its spread and severity. People had to die because we were
worried that if the money machine stopped for even just a second, then that would
spell disaster. But that wasn’t true. People of course have suffered as a result of the
pandemic, but that wasn’t due to the virus itself, we have dealt with pandemics
before, it was due to the lack of leadership and willingness to promote public health
caused by money. Capitalism has one objective, buy and sell. It breaks down when
people aren’t in a state to constantly participate in its ridiculousness. And I began to
realize that this wasn’t the way humanity was meant to operate. We need systems to
protect human life, not the dollar. I was beyond disappointed in our response to the
pandemic and that has made me an avid socialist and anarcho-syndicalist. I believe
in the power of people to do the right thing, not money hungry executives. We need
a more egalitarian society that places the value of living above the values of being
rich and pursuing wealth.
knowledge of the “Cycles of
. Liberation” (Harro) theory and
its uses in leadership
personal application of the
. “Cycles of Liberation” (Harro)
knowledge of the “Configuration
. of Power” (Franklin) and its
relationship to leadership
. “Configuration of Power”
(Franklin)
knowledge of racial identity
. development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos;
Kim; Horse; Renn etc.)
personal application of model(s)
. of racial identity development
above
knowledge of models related to
. gender / identity / gender
identity development (Lev;
Bussey; Bussey & Bandura;

Bilodeau; Gilligan; Belenky et al;
etc.)
personal application of model(s)
. of gender identity above
knowledge of additional social
. identity development model(s):
Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et
al; Fowler; Parks; Astin et al;
Peek; Smith; Johnstone; Gibson;
Forber-Pratt & Aragon; etc.)
personal application of
additional social identity
development model(s) above
83 Students will demonstrate Independent Research White privilege is a multilayered and invisible force that enacts its influence
knowledge of McIntosh’s theory without any one person doing it deliberately. The notion of white privilege came
. of privilege and its relationship from people who were oppressed and bogged down by white people’s continued
to leadership state of control and power. Their view points and difficulties in life can be attributed
to white dominance and the power white, heterosexual males have over the
majority of people. The way our power structures and systems have been designed,
is to make white men in the US believe that we are meritocracy. When in fact the
color of your skin can play a great role in which jobs you’re offered and which roles
you get to play in a society. White privilege exists mostly because the oppressors
don’t want to face the fact they’re standing on the shoulders of others. Racism and
segregation are taught as instances and events, rather than built in problems with
the way our world works. In leadership white privilege manifests as the few having
control over the many, without their representation in government or organizations.
And while white people may be the majority in the US, they do not represent the
whole picture of our citizenry, and therefore people of color are misrepresented and
underserved in our society. With leadership it is vital to acknowledge this privilege
and use it to try and dismantle our current systems of oppression and race based
merit. Leaders must allow the minority to speak their piece, and hear alternative
perspectives on the same issue. Privilege is about access and those who have the
power to provide that access within the organization, leaders need to make this
power and access available to everyone who wishes to be a part of our society.
84 Student will demonstrate Personally I struggle with race based theory, mainly because I feel as though power
personal application of and wealth are a bigger source of privilege than just race alone. And yes while I
. McIntosh’s theory acknowledge the richest and most powerful men in history were white, I can’t help
but feel like race is used as a tool to divide us even further. It's a tool used by the
ruling class to limit the freedoms of the average human, and because the world we
are living in relies so much on wealth and money we would kill each other to have
it all. The so-called leaders and politicians who control us, want us to look at each
other and ask why we’re causing so many issues. And I learned this at a Black Lives
Matter rally so I hope I don’t sound like I’m coming off as a privilege denier. I
acknowledge my white privilege but more so I acknowledge my privilege of being

well off to the point where I don’t have to worry about money. At the rally I spoke
to many different people and the speeches were mainly centered around wealth and
power, rather than race. So in my own life I am careful to speak on these kinds of
topics because I know I don’t have all the answers or the understanding of the
minority. So I try to be mindful when I speak to women, people of color, or just
anyone who I think would have a different perspective than me due to factors
outside of my control. I have a filter when I speak to people about these things
because I know my viewpoint isn’t the same, but that doesn’t mean I’m not valid. I
just need to listen more, which I think is something everyone can say.
85 Student will describe the Independent Research Researchers and social scientists have identified a model of oppression that is based
differences and similarities of upon three distinct factors. These factors may vary at the individual and
. individual and institutional institutional oppression in terms of their relevance, however the result of this
oppression and relationships to oppression ends up being the same. The three dimensional cube that is used to
leadership (Source = Three model how the different forms of oppression manifest in a society shows how
Dimensional Matrix of unconscious and conscious decisions, opinions, or policy can affect individual or
Oppression) institutional behaviors or attitudes. At the individual level, oppression and bias can
manifest in a variety of mannerisms, beliefs, or statements. Stereotypes and
generalizations about sex, age, gender, or race can be a result of either parental or
environmentral reinforcemnet. These stereotypes are further reinforced by the fact
that the person may only be looking for confirmation to their ideas and
preconceived notions. These individual feelings may be subconscious, and can
result in microaggressions and implicit biases or assumptions about differences in
race, gender, or status. When these unconscious thoughts go unchecked then you
start to see how institutions reinforce and enact these stereotypes and aggressions.
Institutions are governed by those who are in control of how they operate, how they
measure success, and how consequences are dealt with. White people historically in
the US have controlled the vast majority of wealth and influence. Meaning that they
are the ones to decide policy and standards for an organization, any deviation from
their typical socio-political stance or questions about their legitimate authority can
result in major issues. Exclusion of minority or underrepresented groups, is a form
of social and institutional oppression. Discriminatory practices and oppressive
leadership can be built into an organizations daily operations. In leadership, it is
vital to acknowledge how even the smallest assumption or bias, towards another
person can result in damaging effects for a company’s ability to remain equitable
and discrimination free. Leaders must be vigilant and root out oppressive practices
from the source, while explaining why they’re doing such things. Some policies or
practices may seem mundane but they truly harm people if they go unchecked or
unnoticed by those in charge.
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 ITR 302/304 Being a motor for change is usually a big undertaking for people who want to be an
effective leadership as it relates to influential part of any organization. According to Fred C. Lunenburg, in his
. change agency research, “Managing Change: The Role of the Change Agent” there are five
attributable skills to being an effective change agent and leader within an

organization. These skills are flexibility, diversified knowledge, prioritization,
accountability, and solid listening skills. Firstly, being flexible is important because
if you are a core and vital member of your organization, you’ll need to be able to
make decisions and hard choices on the fly, without much room for error. And
whether the outcome of those decisions is good or bad, you are ultimately
responsible for ensuring people support your plan. Secondly you’ll need diversified
and specific knowledge. Diversified knowledge pertains to how widespread your
ideas are and how well they can interrelate and work off each other. And specific
knowledge pertaining to your organization and how the minuta of employee
motivations and behavior can affect your outcomes. Prioritizing is important as a
change agent because you’ll need to make a multitude of decisions and some will
need to get done before others. You need to decide what level each task falls into
and when you need to deal with it. Being accountable simply means owning up to
your shortcomings and working with your organization to remedy the issue. Even
if you made a bad call, you need to own it as a change agent, because if you try and
blame someone else, then you’re just falling through on your responsibility. You
need to be the one who is ready to take it on the chin. Finally, being able to hear
outside options and actively listen to your peers, will decide how much of a change
agent you are. If you decide everything for yourself, even if it’s good for your
organization then you’ll lose that bond between you and your followers. You need
to hear them out and make changes that they deem necessary to your organization
as well.
88 Student will describe personal I felt I was most like a change agent after starting my job on the beach as a lifeguard.
examples of being a change agent When I first came to my beach, Asbury Park, not many people seemed to be
. interested in their work. Sure some people liked it but I felt like the job was pretty
lackluster in terms of having fun and learning about the ocean. So when I first got
on the lifeguard stand my first day, I made an effort to meet everyone and try to see
why the beach was so quiet. The lifeguards came from many different areas, and
didn’t have much in common, this made sitting on the bench for hours, really
boring. So I was trying to be flexible with everyone in terms of how I approached
interacting with them, since I knew everyone wouldn’t be as welcoming or
interested in the job as I was. Then I needed to decide the things I needed to learn
first on the job, and how they affected my day to day work. I came up with the idea
to write out the things I wanted to learn how to do as a lifeguard. I wanted to learn
how to row the boat, how to perform CPR on an infant, and how to properly move
people on the backboard. It appeared as though my interest in these seemingly
mundane tasks inspired others to learn more about each other and their own work.
I felt like I was able to bring people together to do group lessons and practice drills
because I was charming and listened to all of my peers. I felt like I was a change
agent because I brought people and their ideas together when previously, everyone
had done their work individually. And my boss even noticed this and said he was
impressed with my ability to work with even the most difficult people. (See
evidence #5)
knowledge of the “Model of
Intercultural Sensitivity” by
Bennett and its uses in leadership

. “Model of Intercultural
Sensitivity” by Bennett
knowledge of the ally Action
. Continuum by Griffin & Harro
Action Continuum by Griffin &
Harro
the Multicultural Organizational
. Development Model (Jackson)
94 Student will show personal
application of the Multicultural
. Organizational Development
Model (Jackson)
the Multicultural Change
. Intervention Matrix (Pope)
96 Student will show personal
application of the Multicultural
. Change Intervention Matrix
97 Student will create a personal
code of inclusive leadership
.
Outcome Category: Critical Thinking
98. Student will show knowledge of PHL 101 Critical thinking is actually a skill not many of us have, yet many still claim to
principles of critical thinking and practice it while simultaneously falling victim to numerous fallacies. Thinking
fallacies (logic is used in this critically does not mean thinking hard about something, it means using all your
minor) given information, data, and reasoning in order to come up with the best feasible
solution. Stanford psychologists and researchers have broken critical thinking into
three components based on how it is used in education. Critical thinking is done
for the purpose of making up one’s mind about what to believe or do. The person
engaging in the thinking is trying to fulfill standards of adequacy and accuracy
appropriate to their thinking. The thinking fulfills the relevant standards to some
threshold level, however they can fall short if we engage in felonious reasoning.
The logical fallacies are identified as gaps, or missteps within the logic process,
these gaps are known and studied in books on reason. Some of the most common
are straw man, ad hominem, and post hoc, all of which weaken an argument and
lessen the point one is trying to make. (See Evidence #7)

https://plato.stanford.edu/entries/critical-thinking/
99. Student will demonstrate PHL 101 Choosing which college to go to was a pretty difficult choice for me. I had gotten
proficiency of critical thinking into only a handful of the numerous colleges I’d applied to and I was pretty
distraught. My choices, in order of preference, were University of Washington, San
Diego State University, University of Oregon, University of British Columbia, and
then finally URI. While I was adamant on going to a school out west, my parents
gave me a long list of reasons why I couldn’t go. So I settled for URI, however
looking back on this choice I think I made the right choice for the right reasons
without even realizing. And I attribute this to my now developed critical thinking
skill, because when I first thought about coming to URI I was pretty upset because
it wasn’t the school I wanted. But looking back, that shouldn’t have been the only
reason I didn’t want to come, I should have thought more about why I didn’t want
to come to URI. Critically looking at my situation, the choice to come to URI was
the obvious one. It was much more cost effective as I was offered a university
scholarship. My other schools were around $50k per year, so URI saved me and my
parents a lot of money. I would have more autonomy in terms of having a car,
being able to go do things off campus, and being able to go home for the holidays
,which I value. And finally URI was the only college I got into that offered the
PharmD program. So while I didn’t finish the PharmD program I did feel it gave
me a strong base to work with in terms of academic hardwork. So looking back
critically at the choice to come to URI, I’m glad I can think about this once terrible
decision in a new light.
metaphorical analysis to critically
. analyze self and leadership
situations
proficiency of metaphorical
. analysis to critically analyze self
and leadership situations
102 Student will show knowledge of at
least five decision making methods
.
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
examples of having used five
. problem solving / conflict
management
106 Student will demonstrate the
ability to synthesize multiple
. knowledge perspectives (course

work), competencies
(communication, writing,
information literacy or
mathematical/statistical skills) and
responsibilities (global, diversity &
inclusion or civic knowledge)
knowledge of 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
109 Student will demonstrate HDF 190 One of my strengths is active listening and being able to really hear what others are
knowledge of active listening telling me, both directly and indirectly. Active listening is a skill that creates
. techniques engagement for both sides of a conversation. It is a method that helps you
communicate so that you understand the other person and value their opinion. It is
not easy all the time, as many people are sarcastic, disingenuous, and sometimes
just flat out lie to you. The key to active listening is getting to the root meaning of
what the person you’re talking to is trying to say. And understanding that there are
implicit and explicit meanings in every instance of conversation, the key in active
listening is taking various perspectives and views into your response, thinking, and
wording. Active listening conveys a mutual understanding between speaker and
listener, that both participants are actively involved in trying to understand what
the other is trying to say.
110 Student will describe examples of Volunteering Abroad When I went to Costa Rica for a service trip back in 2017, I wasn’t sure what to
using active listening skills expect. I knew Spanish pretty well, and I felt comfortable speaking the language
. with native speakers. However I didn’t realize how much that skill would be
needed with my job working as a volunteer. My supervisor and team coordinator
asked us all on the second day if any of us could understand or speak Spanish. I
raised my hand along with five other members from the team, and he selected us to
be the community ambassadors for the program, immediately I froze. I had never
coordinated or worked closely with volunteer groups abroad, I barely understood
the culture or needs of the people. I was nervous but I knew I had to try my best to

communicate with the locals in the town. The next day I went to the town where we
were supposed to start working and only a handful of men were there when there
were supposed to be 20 to thirty. I first was confused and asked the men where the
others were, he said they were trying to get on a bus and come, but the bus had
gotten stuck down the road due to traffic down the road. So we had to work with
only a handful of people, and I had to actively listen to everything they said and
asked for because I was one of the few volunteers who understood what they were
saying. When my supervisor came later she was very angry with the men for not
showing up, but then I had to explain to her that there was traffic down the road. I
could tell by her appearance she was less than pleased, so I offered to ask the men if
they could contact the rest of the workers. A man obliged and used his phone to call
the men on the bus, they were not going to be able to come that day. And so I had
to tell my supervisor that they were unable to get there. If I hadn’t been listening to
the man tell me what was going on and tried to fix it, we would have gotten
nothing done that day because we would have been waiting for the other workers
to arrive. I was happy I could help move the project along by being able to actively
hear what the man was trying to say. I could also tell he was upset due to his
mannerisms and frustrations, so I worked to calm him down. It ended up being a
very rewarding experience due to my ability to listen and work with the locals.
knowledge of functions of group
. communication by Hirokawa
application of functions of group
. communication (Hirokawa)
techniques regarding giving and
. accepting of feedback
114 Students will describe examples of
giving and accepting feedback.
.
the 7D coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model
. (Knott)
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
knowledge of facilitation
. techniques

proficiency of facilitation
. techniques
knowledge of de-briefing
. techniques
proficiency of de-briefing
. techniques
knowledge of framing based on
. psychology and its use in group
facilitation
proficiency of framing based on
. psychology and its use in group
facilitation
knowledge the four frames of
. organizations, and the meaning of
reframing by Bolman and Deal
application of organizational
. analysis using the four frames of
organizations, and breaking the
frame / reframing (Bolman and
Deal)
127 Student will show knowledge of MGT 341 In my Management and Organizational Behavior class, we learned a bit about how
organizing meetings / setting to effectively plan and run professional meetings. The biggest issue with meetings
. agendas / and leading meetings is being able to organize and concisely get through all of your points, while still
keeping the audience engaged. So before you have the meeting it’s important to lay
out goals and expectations for yourself and your team members, before trying to
decide what you’re going to present. You want measurable outcomes and tangible
evidence that you did whatever you’re trying to do. This comes in the form of
debriefing and seeing what your audience got out of what you had to say. Secondly
it’s important to plan out all aspects and elements of your meeting beforehand. This
includes presentation materials, background info, seating arrangement, and even
the lighting of your setting can have an impact on how well your messages are
received. You also need to be extremely committed to your role as facilitator,
because if things start to go awry, you’ll need to be the one to right the ship and
keep everyone on task. It’s always nice to be courteous and respectful towards your
audience and letting them know you value their time and attention. And finally
when you want to bring your meeting to a close, you need to have a debriefer
prepared. Because this part allows employees to reflect and think about what they
gained or learned during the meeting. This reinforces their memory and will make
them more likely to remember what was said. And of course always make sure
your meeting runs within the allotted time, because people become restless and
agitated when they feel as though their time is being wasted or abused.

128 Student will describe personal Lifeguard Training Plan Organizing meetings used to be a dreadful task for me. I never liked working
examples of organizing meetings / around people’s schedules or conflicts because I felt like it was just an excuse or
. setting agendas / leading meetings reason to not pull their own weight. However with virtual learning and the access
to the internet, this aspect of setting meetings and agendas became much easier. For
my work on the beach, I had to constantly plan the day for our program Lifeguards
in Training. This program taught kids the basis of how a beach patrol operates and
gave them the skills necessary to become lifeguards in the future. The program ran
three times a week so my team of instructors and I had to have weekly meetings
and debriefings to talk about the upcoming plans for our lessons. Each week would
teach the kids different skills and techniques related to lifeguarding. We planned
out agendas, goals, and reflection time in order to stay on track and make sure we
were doing our jobs as instructors well. Every day had a plan and agenda attached
to a specific skill. We had our check in, which gave us an idea of who was going to
be present that day so we could make any necessary adjustments. Then after check
in we had warm ups to get the kids stretched out and ready for activities. And then
we did lessons and practiced real life scenarios that kids would see on the beach.
We made sure to always be punctual and concise with our lessons so as to not bore
the students, and we made our activities engaging and informative. We also would
give parents a copy of our skill sheets at the end of every day, which gave them a
summary of what their child had learned that day. The most important part
however came after the students left, and we instructors had to debrief on what
went well and what to improve on for next week. This style of planning and
debriefing helped us to streamline our lesson plans and make operations run more
smoothly as the weeks passed. Instead of getting caught up on our shortcomings or
mistakes, we made a conscious effort to improve next time and build on our
experiences. (See evidence # 8)
129 Student will show knowledge of MGT 341 Parliamentary procedure is the accepted rules, ethics, and customs governing
Parliamentary Procedure meetings of an assembly or organization. It is supposed to represent the will of the
. majority and only allows for certain actions to be performed at certain times during
the meeting. This helps to provide the meeting with structure and limits for how
long certain topics or points are covered during a specific amount of time. The
general idea behind this preceding is that every action has a phrase, time, and
weight attached to it. Generally a meeting is tasked with certain points and
principles that are necessary to address during the time, so the majority must agree
that it is worth the time of the assembly to deal with that issue.The purpose of
parliamentary procedure is for the assembly to conduct its businesses in the most
efficient way possible while considering the rights of its members, especially the
minority.Every “motion” or claim brought forward to the assembly must be
seconded in importance by one or more other members within the assembly. Then
if the court deems that motion necessary to address then they will be given room to
speak freely and honestly with the court. No member can speak until recognized by
the chair and no one can speak a second time on the same question as long as
another wants to speak for the first time. It is an orderly and succinct method to
hear a wide range of topics that are considered important by the majority. The
minority also has time to voice their opinions and motions, however they are
limited by their ability to make significant points within the assembly, so the leader
must allot time for them to have a say. Respect for the minority is a key element of
good parliamentary procedure and helps to give a voice to the other side of an

issue. It is a respectful and orderly way to do business, however it can be difficult to
maintain in a real world environment. As the norms and requirements for respect
and dignity can get in the way of doing business quickly and effectively.
130 Student will show knowledge of Independent Research Working with difficult or uncooperative people is never fun, but that doesn’t mean
techniques for working with you can’t. It just may take extra effort to get them on board and on track with what
. difficult people everyone else’s doing. Difficult people are rarely difficult by choice, most of the
time there is an underlying misunderstanding, or complication that hinders their
ability to work well with others. There are three ways a person can deal with
someone who is difficult, effectively and respectfully. Firstly it is important to set
clear expectations with a person who isn’t complying with your organization's rules
or goals. The person needs a clear objective as to what you’re looking for out of
their work. Sometimes someone may just be lazy or undermotivated, and giving
them a clear picture can help ease the stress of potential messing up or going the
wrong direction. Difficult people typically have low job commitment because they
feel ostracized or detached from an organization’s mission.It’s important to try to
understand the reasons behind their behavior and dissent rather than just leave
them to be difficult. You may be able to turn a difficult team member into one of
your best performers if you give them an ear to talk to. Many people just assume
that difficult people are always going to be difficult, but it’s worth giving them a
chance to change and develop on their own. And finally you need to set
consequences for not adhering to organizational values. People who consistently
are at odds with your goals or mission, need to be told firmly and quickly that what
they’re doing is not in line. And while you can understand any struggles and
quarrels they may have with the organization, maybe consider changing your
structure. However if the difficulty is due to reasons beyond organizational goals,
motivation, or commitment then the problem must be addressed .Otherwise, you’ll
fall in a situation where bad behavior just keeps happening and this will annoy and
frustrate your other team members. Before long, it will become acceptable in your
team or workplace and you can’t let this happen because then you allow one person
to jeopardize an entire organization's work. .
131 Student will describe personal Honestly I love working with difficult people. Sometimes I may come off as
examples of using techniques to disingenuous or fake, but I can really get people to change their mind about things.
. work effectively with difficult Usually my tactic is to just agree with them on everything at first. Any issues or
people problems they have with the way things are done, I listen. And specifically in my
work as a bartender, I had to deal with difficult, drunk people all the time. One
night in particular I remember a man was upset at the fact that he had to wear a
mask when he got up from his seat. He was belligerent and not showing any sign of
kindness or friendliness towards me or my coworkers. So I casually talked to him
while the bar was quiet. I told him the masks were silly but I liked wearing them
because it made me feel more confident. I wore my mask and tried to get him to see
that it was a sanitary issue, and that the employees didn’t feel comfortable with
people walking around everywhere without masks. He called me a sheep or
something along those lines, and I jokingly told him he was going to be sorry when
I stopped serving him. He did not take that super well and he found my manager to
tell him what I’d said. And my manager’s reply was exactly what mine was, it’s a
state policy and sanitary issue, if the bartender told you to wear it when you get up,
then you will or else we won’t serve you. He left the bar in fit and told us he’d never
be back. But my manager was happy with me because I kept my head level. I tried

to understand his frustration and anger, but he had no interest in following my goal
of trying to serve him. What I learned from this experience, is to be nice and try to
understand, but rule with an iron fist if they are going directly against everything
you’re trying to stand up for.
132 Student will show knowledge of HDF 190 Being in a group to complete a task is usually a struggle in the beginning. There is a
the stages of group development social reason for this called the stages of group development forming, storming,
. (Tuckman/Tuckman & Jensen, norming, performing, and adjourning. These stages can occur at any point when a
Bennis or others) group is given a goal to achieve. Forming is when the group first meets and ground
rules are established and a rough idea of what needs to get done is put forward.
Storming can be an uncomfortable time for members of a group and if it prolongs
too long the group can actually dissolve in productivity. The members of the group
struggle to see themselves as a collective and can resist control and reject the leader
which stagnates the progress of the group but it is still a natural part of the process.
What happens after storming is norming which is where the group finally moves
past any storming that happened in the past. They realize that accepting everyone’s
viewpoint will ultimately result in some kind of success so they decide to contribute
instead of causing conflict. Performing is the most productive and beneficial stage
where the group is really getting things done. The group works well under a leader
and opinions and thoughts about future plans are valued. The goal of the group is
usually achieved following a prolonged performing stage. Then finally after all
tasks are completed the group adjourns and they reflect on what has gotten done.
Acknowledging everyone’s role and planning for transition are a vital part of
ensuring a group moves on feeling fulfilled.
133 Students will describe personal HDF 190 Our peer lead groups were a great way to see the Tuckman group development
examples of group development in model in action. Especially when we were tasked with a social change project to try
. use (Tuckman/Tuckman & Jensen, and make Rhode Island a bit better than it already was. We decided to do a beach
Bennis or others). cleanup as we decided it was an important issue that needed to be addressed. Since
we had already known each other for a few months beforehand we got right to
work. We did not storm while the beach cleanup was in progress but when the
writing part came we struggled to get over some roadblocks. Some people thought
the work was being divided unequally and started getting frustrated with the
process. But once they realized they were divided by ability the group calmed
down and we got to work. We were in the norming stage the whole time we made
our PowerPoint and wrote the speech we would give to the class. We performed
when we gave the speech and ended up getting a 99 which we were all very happy
about. Everyone contributed and spoke very well during the presentation which
resulted in success. And when the class came to an end we recognized our
contributions and parted ways feeling fulfilled that we had done something really
great.
134 Students will show knowledge of
group roles and how they
. contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
examples of group roles and how
. they contribute to group dynamics

(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
effective memberships skills in
. groups
examples of membership skills in
. use
138 Student will show knowledge of HDF 190 Finding your path in college can be a daunting task for anyone looking to get a
the Challenge and Support theory jumpstart on their life. However, the conditions in which our success is determined
. by Sanford, and its relationship to can be difficult and sometimes overwhelming. The ability to implement the Sanford
organizations Challenge and Support theory can be great help in navigating a difficult situation.
Three conditions are present within this model: readiness, challenge, and support,
all of which must be balanced according to the student’s discretion and abilities.
Readiness is a student’s willingness to respond to outside factors that would hinder
their goals and future plans. With a ready attitude and good mindset, a student can
overcome issues that are common in college. This is not to say challenge will not
arise due to conditions outside of the students control. Challenge does not
necessarily mean difficulty, for example when courses are too simple for a student
the challenge is the ability to see you can do better. Without adversity the student
will become comfortable and not push themselves to greater heights, leading to a
halt in the growth process of a university student. But a student does not have to
see through these issues alone. The amount of challenge a student faces is directly
related to how well they are supported by others. If a person is going through a
tough home-life or relational struggle then they will have a hard time growing and
reaching their goals. Organizations can help us find support within a college
community. By looking for others who are like minded we can help each other
achieve and overcome any challenges presented to us.
Source: Evans, NJ, Forney, D.S., Guido, F.M., Patton, L.D. & Renn, K.A. (2010)
Students Development in College: Theory and Practice (2nd ed.) San Francisco:
Joey-Bass
139 Student will describe personal HDF 190 College has been a very difficult adjustment for me. I have been faced with
examples of using the theory of challenge after challenge with what feels like no way for escape. My first semester
. Challenge and Support (Sanford) was dreadful. I struggled with classes, finding friends, and finding meaning in what
I was doing. It all felt rather pointless until I joined the Leadership Minor class of
HDF 190. I have found all three components of the Sanford model within my
classmates. I came to college with a readiness to learn and was prepared to
overcome any challenge that fell before me. I believed the lone wolf was the
strongest but then I learned the lone wolf starves first. By not having any support I
spiraled first semester and had all these pent-up emotions and confusing thoughts
with no release. But my peer group helped me enormously, though semi indirectly.
I didn’t feel so alone in my college experience. Instead of the rigorous atmosphere
of a giant STEM lecture I was greeted with a great group of kids who were ready to
help me succeed by any means necessary. I had everything I needed but someone to
lean on. I found solace and reaffirmation within my group and have begun an
upward trend towards my goals. I felt like what I was going through was normal
and that was all I really needed.

140 Student will show knowledge of COM 100 Being able to sway one’s thoughts or perspective on things is never an easy task and
the construction / elements of it usually takes meticulous planning and thought out delivery to have a real impact
. informative and persuasive on someone. In my Fundamentals of communication class, I did my best to try and
speeches raise awareness about the horrors occurring in Tibet and the humanitarian crisis
very few people know about. The construction of my speech about Tibet was rather
difficult since I didn’t know how my message would be received towards a large
audience. So, I decided sticking to the facts would be a good start. By talking about
how many Tibetans are exploited for labor by the Chinese, censorship of opposition
to the government, and the killing of Free Tibet activists I thought I could hit
important truths that wouldn’t be able to offend anyone since they were factual. I
reiterated many times that what was happening in Tibet was unfair to the people
living there. I made references to scholarly sources and ensured everything I said
was not emotionally charged but still moving and attempted to make my peers see
the painful reality the people of Tibet live every day.
141 Student will demonstrate COM 202 Even though my class was held on Zoom during the 2020 pandemic, I still feel as
proficiency in informative and though I learned a lot about public speaking, and its place in my life. I was
. persuasive public speaking traumatized from middle school, when I tried to give a speech during the class
government elections. I was so nervous in front of that crowd that I couldn’t even
get through half of my speech before being laughed off. I will appreciate the lessons
I took from this class, because I felt as though I was in a safe space to try and be a
different person while I was in front of an audience. Normally I am quiet and shy
around people because I am not really sure of the person. However public speaking
taught me that it doesn’t matter what other people think when you’re presenting,
you have the floor, they have to listen. I got really good at public speaking over
Zoom mainly because it didn’t feel as intimidating. I was still good at stating my
opinions and values through speech, I was just much less limited by my anxiety
and fear of people judging me. What I learned most from this class was, it doesn’t
matter how you say it, as long as it's said. And I knew that would be a big lesson
because it gave me the confidence to have a voice and power to give myself a break
if I messed up.
142 Student will show knowledge of WRT 106 Being able to really get to the root of a topic you have to get involved with people
planning and conducting with knowledge of whatever you are researching. It is important to know the
. interviews (as the interviewer) person you are interviewing and then mold your questions around what you think
they can help you answer. By looking at the organization they represent and the
values of that organization you can gain insight into what kind of responses they
will give you even before sitting for an interview. This is not to say however that
you should walk into an interview with bias or notions before actually talking to
your interviewee. Keeping questions and conversation cordial and professional is
the best way to ensure both you and your interviewee feel fulfilled at the end. If you
have done your job correctly you should have droves of writing material and they
should feel satisfied in spreading their message that they represent. Acknowledging
their time is important and is also critical for interviews. You can’t sit there for
hours asking them for their life story nor do they want a short interview that does
grasp the scope of what they wish to get across.
143 Student will describe personal WRT 106 In my Research writing class, I decided to tackle the complicated issue of gun
examples of planning and violence and control. In wanting a fair and balanced paper I traveled to the Peace
. conducting interviews (as the Dale shooting range and decided to talk to Sven Soderberg, the owner of the range.
interviewer) We had conversed over the phone and on email to set a date and time for the

interview. He was extremely inviting and open to my questions even if some were a
bit biased towards an anti gun agenda. I had written down my questions
beforehand and was prepared to ask them without judgment or preconceived
notions about what he would say. He gave me insightful information into the
pro-gun argument and he even agreed with some of the stricter regulations that
had been passed in Rhode Island. We sat in his office and had a great discourse for
around an hour before he had to get back to work. But the interview went very well
considering the general sentiment around the issue and Sven really gave my final
portfolio for the class some seriously good material because he had a perspective I’d
never seen before.
144 Student will show knowledge of ITR 302 I have done a handful of interviews in my life so far, however none of the jobs were
preparing for and effective ever that demanding nor did they require special skills or prerequisites. So most of
. answers in interviews (as the my job interviews until recently had been pretty laid back and non threatening,
interviewee) until I did my first EMS interview. I was told in my training that getting onto an
ambulance is no easy feat, especially when you’re looking for a full time job
working for a department, because while there is a large demand for EMS
providers, you must be overqualified in order to be considered for a paid position,
rather than just volunteer work. So I had to be overly prepared for my first
interview with URI EMS. I mentally prepared myself by writing down my
marketable skills, my medical knowledge, and past experiences that would make
me a better candidate. I rehearsed my questions for the interviewers, I asked my
other EMS friends what advice they could give, and I went online to see what kind
of skills an EMS provider would need to have on an ambulance. However I was not
prepared for the depth and breadth of content that I was expected to know,
unfortunately the position I was applying for, was out of reach due to the fact that I
am not a Paramedic. So while I was prepared and answered all the questions in the
interview perfectly, I did not get the job due to my lack of qualifications. Initially I
was distraught, but then I reassured myself this would not be the last interview and
that I would have more knowledge next time I was interviewed. I was proud of
myself for doing the research however next time I know to check to see if there are
any requirements to be considered for the position. It was slightly embarrassing to
get denied on the spot, but the interviewers commended me for my willingness to
help others, even though my experience isn’t as extensive as other applicants.
145 Student will describe personal ITR 302/304 Being interviewed for my position as “Lifeguard’s In Training” was a relatively
examples of preparing for and stressful experience because I knew I could be a lifeguard well, I just wasn’t sure I
. being interviewed had the skills needed to teach others how to be a lifeguard. Part of preparing for
this interview was finding out what I’m good at and how to translate that into
teachable practice. Another difficult part was figuring out what my limitations are,
as I knew I wouldn’t be able to flawlessly manage every aspect of the program.
Being calm and sure of myself was the requirement for getting the job, and I needed
to show my strengths and values to my bosses without hesitation. I practiced
various question lists that are common in interview settings. I also found 10 directly
marketable skills involved with my job that I could rapidly refer to at any point
during the interview. I know the water, know the beach, know the protocols, know
the emergency triage, and various other skills directly related to teaching young
children how to be a lifeguard. My extensive CPR and first aid knowledge helped to
ensure my employers that I could keep everyone out of harm's way during
exercises. My confidence and knowledge of the ocean ended up helping me greatly

during this interview and I’ve been promoted to director of the LIT program at my
beach.
146 Students will show knowledge of
effective collaboration / coalition
. building (Sources:
Cilente/Komives et al; NCBI; etc.)
examples of working in
. collaboratives/coalitions
knowledge of techniques to
. communicate and engage in
difficult dialogues related to
diversity and inclusion.
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
examples related to maintaining
. accountability as a leader
152 Student will describe ways to
build relationships between
. leaders and members
examples of building relationships
. with members as a leader
154 Student will describe how
credibility applies to leadership, as
. well as the characteristics and
skills of a credible leader
examples of building, maintaining,
. and repairing his/her own
credibility as a leader
156 Student will describe ethical PHL 212 Being able to influence someone can be both a blessing and a curse. Because while
standards in influence most people want to influence others towards righteousness and overall wellness,
. other people want to influence you for their own personal gain. Influence is defined
as the capacity to have an effect on character, development, or behavior of someone
or something, or an event. Having an effect on someone can have lifelong
implications for their development as a human being. People take lessons and ideas
and add them to their collection of knowledge, which shapes the way they view the
world around them. In the real world this can look a variety of different ways,
depending on how ethically you act towards the people you affect. Ethically sound
influence is all about gaining people’s acceptance and having them choose to do

something rather than forcing people to do things. It is a multifaceted approach to
trying to understand how we affect each other as people and within organizations
that have pre established hierarchy. Sometimes influence may be the product of
larger systems, and is therefore manufactured by the individuals for example some
status such as the presidency. While the president has influence, how it is used may
not be ethical depending on how their messages are interpreted by the general
public. While the people may be willing and informed about their choices, and
freedom, if you influence people to do something that they are not fully informed
about, or are unwilling to do, you are abusing your power and influence. Ethical
influence is a collective and shared respect for the amount of power we have within
ourselves to make other people do things. We can make people do whatever we
want, the ethical person however, takes into consideration how this influence will
affect people down the line. Being aware of the power influence has, is a good start
to making sure a person is using their voice for a good reason.
157 Student will describe influence PSY 113 In leadership, ethical influence can take a variety of forms, because while something
applies to leadership the leader does may seem ethical on the surface, there could also be some deceit
. going on. Ethical leadership means that individuals act according to a set of
principles, ideas, and values that are recognized by the majority as a sound basis for
the common good. But it doesn’t just stop there, ethical leaders must be aware of
the power they hold and that their actions have consequences for the majority. If a
leader presents as ethical, but proves to not be, then there is trust lost within that
organization. Ethical leaders wouldn’t overlook wrongdoing, corruption, or
malpractice, even in cases when doing so may benefit their businesses. Being able
to rise above the facade of your title, and fighting for what your organization and
peers believe in, is how one becomes an ethical leader.
158 Student will describe principles of Independent Research Teaching others how to do things is a tricky undertaking. You want to make sure
effective mentoring, as well as they’re doing the job correctly, but you don’t want them to be an exact copy of
. problems particular to the yourself. When you mentor someone, a guiding hand is far more effective than an
mentoring relationship iron fist when it comes to trying to get people to listen to what you have to say.
Effective mentoring takes practice, and the mentor has to be willing to let the
mentee make mistakes and try guiding them again after instruction. However some
pitfalls of mentoring can hinder a mentee’s development as an employee, because
some of the biases or preconceived notions you had can get passed onto them.
Good mentors, practice empathy, listen to their subordinates, and constantly strive
to be a positive, growth influencing person. While mentoring is not an easy task, it
certainly is not impossible for the average person as all it takes is good listening
skills and adaptability when things go awry. The most effective mentors fully take
in what's happening, assess the path the mentee is on, and then guide the person
onto the right track. Problems do arise in this relationship however, and sometimes
the personal bond between mentor and mentee can get in the way of organizational
tasks.
159 Student will describe personal ITR 302/304 In my internship experience over the last summer, I was placed in a rather unique
examples of mentoring and being position. I was tasked with starting, organizing, and running a brand new camp for
. mentored my beach. I worked as a lifeguard the past few summers and recently my bosses
came to me to ask if I’d be interested in heading a Lifeguards In Training camp over
the summer four days a week. I was quick to accept the offer and I was ready to
start my work, until I realized I wasn’t going to be the only one in charge of the
camp. Above my position of authority, my supervisor, Karli, made sure on a daily

basis that I was doing my work and ensuring that my tasks were getting done. I was
mentoring kids how to be lifeguards, but Karli was my mentor. She knew more
about how kids act, and more about how to deal with issues that arise. While I was
the one doing the instruction, Karli was the one guiding me towards the role I
needed to play. Being mentored and mentoring others at the same time was a rather
strange experience, because it felt like while I had authority it was still limited and
focused on one specific task. However I didn’t realize how beneficial Karli and I’s
relationship had been until I found out I will need to fully do this program by
myself this year. Without her guidance and corrective action, I would have run the
program my way. I probably would have gotten complacent and arrogant if Karli
wasn’t there to keep my methods and teaching in check. It was nice having
someone to look up to while simultaneously trying to guide others. Because it feels
like someone can check your progress along the way and give you advice where
they feel you may need it. (Evidence #9)
160 Student will describe principles of COM 402 Being a peer leader requires a deep and honest understanding of who you’re
effective peer leadership, as well as working with. Peer leaders don’t rely on status or systems to get things done. They
. problems particular to peer rely on their understanding of individual motivations and abilities in order to
leadership properly drive their organization towards a more collaborative and communal
space. Communication and trust are two things peer leaders rely on to get their
goals on track. Peer leaders rise above the standard, and beg more out of their
peers. They take time to understand individual strengths and limitations, so that
they can guide and mentor their peers to greater heights than before. It involves a
lot of consideration, reflection. It requires many different skills to be present within
the peer leader, such as role modeling, conflict resolution, problem-solving,
delegation, negotiation, providing guidance, and creating/maintaining positive
attitudes. Because you’re dealing with the personalities and wills of so many
different people it can be hard to decide how to best lead a group. Where we start to
run into issues with peer leadership, is when the leader considers their peers a bit
too much. It can be overwhelming to consider every single member of an
organization, especially when decisions and deadlines need to be made and met.
Spending too much time as a peer leader can take away from the goals of an
organization, because more effort and resources are spent on making sure the
individuals are up to par. Rather than just moving forwards and leaving people in
the dust, peer leaders are very much in tune to people’s emotions and feelings
surrounding work. It helps to have empathy, but too much can get in the way of the
task at hand.
161 Student will describe personal Leadership Institute I would say Leadership institute was one of the first times I actually felt like a peer
examples related to being a peer leader. And it sort of happened by accident. The first night of Institute I was
. leader and being led by peers saddened by the number of my peers on their phones instead of talking to each
other. It felt like we had this amazing opportunity to learn more about each other in
a setting where it was encouraged, but nobody seemed to really want to. So I
decided to go out and lay on the grass and look at the stars, mostly because I was
bored, but then once I got up to go outside, other guys in the cabin started to ask
and wonder where I was going so some of them joined. And eventually eight of us
were sitting outside talking about where we were from, and just chatting about our
lives. I felt like I brought my cabin closer together simply because I wanted to, I
didn’t know any of my peers at that point, but I really wanted to because I value
human connection and interaction. And as the night went on we got into deeper,

more personal topics, and it felt inspiring to learn and hear about other’s wants and
drive to be in the leadership minor. My friend Connor, who is no longer in the
leadership minor, told me somewhat recently how much that night meant to him
because he felt like he could be open and honest with complete strangers. That to
me was the greatest feeling, because I knew in my heart that I could inspire others
to do things outside of their comfort zone or even my own. So it felt good I took
interest in my peers and their lives, and got some amazing stories and experiences
as a result. See Evidence #10
69/80 total
8/10 EVIDENCE materials
1.

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LEADERSHIP

Name: John W. Borenius

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Leadership Inventory Revised 08/22/2017 2

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

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MINOR ELECTIVES-9 credits

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Outcome Category: Self-Leadership

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29 Student will show knowledge of

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34 Student will describe personal

Student will describe personal

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63 Student will demonstrate

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Outcome Category: Critical Thinking

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Outcome Category: Interpersonal and Organizational Concepts & Skills

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