Leadership Minor Outcomes Completed With Evidence

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

Date Enrolled: Fall 2018
Date of Graduation: Spring 2022
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CS LD)
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 im plementation of
learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with yo ur graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
Lead Others ▪ Self discipline
▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS
interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
▪ Leadership theory and

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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences ”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect oft en. 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 a ll of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a FIN 422 HPR 492 In FIN 422, I had to demonstrate autonomy and minimal need for approval due to the layout of the
minimized need for approval class. This class requires students to research companies and stocks for ones that as a fund we may
want to invest in. This work in not structured with set due dates of when to have a company, or
presentation prepared by. It closely resembles the work environment in the sense that you are given a
goal and expected to meet that goal on your own time. I held myself to a standard where I was my own
boss and manager to ensure I completed all my research as accurately and thoroughly as possible.
This class also required minimal need for approval; investment predictions are very much so influenced
based on opinions about the future. Therefore, it is highly unlikely that all members of the class or two
professors will agree with you throughout the entirety of the presentation. Approval from everyone is
not the goal, it is quite the opposite. I would hope for another student to find a flaw in my presentation
because in the long-run it helps the fund overall. We only needed a majority vote to approve a trade
and so I only desired approval up to the point of executing on my proposal.
In HPR 492, the honors project course, autonomy and minimal approval are guaranteed. I am working
toward creating a new curriculum within the College of Business at URI. Much of this work is left up to
me and so I must keep myself on track and hold only myself accountable. Also, while working toward
something that can be controversial, I must put aside my desire for approval and keep my foot on the
gas so to speak. I am going to create waves and receive some disapproval from people within URI that
may hold more power than me, but I am not working for individuals’ approval. I am working to the
approval of my new curriculum. In order to achieve my goal, I can not spend my time seeking approval
from individuals.
2. Student will demonstrate personal, BUS 104GH In this Grand Challenge course, we had to learn organizational skills and self-discipline. This class
organizational, and academic examples of always had a project that would be due later assigned on the same days as 50 page articles. These
self-discipline articles had to be read, and detailed notes had to be taken in a very specific manner. As a student in
this course I had to have the organization to plan out a schedule of how to complete the smaller
readings from class to class while keeping up on my large projects. I then had to have the self-
discipline to carry out my plan and not keep putting of the projects. If I had not learned stayed
organized and forced myself to keep up on my projects, I would not have made it out of that honors
level class with a good grade, nor with a reasonable amount of sleep. At one specific point in this class,
we had two 75 page articles with their notes, a book we were supposed to have been reading the
whole semester with an essay on the book and a five to ten minute presentation on it, all due within
one week. Had I not kept up on the book related assignments throughout the semester I never would
have been able to finish all of that on top of other classes work.
See Evidence #2
3. Student will demonstrate the ability to FIN 432 FIN 432 is a course I was unable to enroll in. I required a permission number due to a technology error
manage emotions even though I fit all class requirements. I sent numerous emails back and forth with the professor and
went to his office as well to discuss. He continually turned me down with excuse after excuse. Other
professors got involved on my behalf as well, but still were unable to change the outcome. After it
found its way to the Dean of the Finance department, and I was still unable to enroll. I had to manage
my anger, frustration, and disappointment skillfully throughout this process. Toward the beginning I was
simply frustrated, but that quickly turned to anger. It would have been much easier to let my emotions
take over my conversations with this professor and other faculty/staff within the College of Business,
but I had created many strong connections within the College of Business by this point. An uncontrolled
emotional state could have risked wasting the work I had put in over the previous years. Therefore, I
had to manage my emotions while speaking with this professor as well as other professors and
advisors.
4. Student will demonstrate knowledge of Personal Research Stress is experienced and triggered by minor or major events and is experienced differently for
stress management methods everyone. Stress management methods can include deep breathing exercises, meditation, counseling,
and listening to music. Some unhealthy stress management methods include substance abuse,
over/under indulging in food, or even excessive caffeine intake. Another way to reduce stress is
through reducing the number of triggering events that causes stress. Ways to do this is through
creating a calendar and using it, pacing yourself, or take the time for self-care. One way to care for
yourself, is through taking a personal inventory on your values and beliefs and making sure to focus on
those when choosing/completing activities. Another way to practice sell-care is setting boundaries
(saying “No”), setting yourself realistic goals and expectations, and through keeping a heathy level of
self-esteem.
https://my.clevelandclinic.org/health/articles/8133-stress-10-ways-to-ease-stress
5. Student will demonstrate the ability to FIN 422 I manage stress through deep breathing and listening to music. I also focus on keeping myself and my
manage stress calendar organized to minimize the amount of stress I feel. When I do feel myself feeling stressed, I
step back for a minute and truly just focus on my breathing and calming my hear rate. I learned this
technique when I was younger with asthma. I would often have to focus solely on breathing while
waiting for my parents to get my inhaler. As an adult, I still practice this but for times when I feel
stressed or anxious. It helps me to remind myself that I am okay and to solely focus on something
completely in my control in that moment. After my breathing exercises I will listen to calming or
comforting music. Depending on what is inducing my stress I will listen to different genres, for example,
if I want to calm down or need an emotional release, those would be two separate playlists.
FIN 422 is a class that is more time consuming and demanding than the typical class. I took this course
for the first time while enrolled in five other classes therefore I had to learn how to stress manage
effectively. When I realized I was becoming overwhelmed with stress, I started off by stepping away
from my laptop and taking a few deep breaths to recenter myself. Then I sat back down and made list
ordering my priorities. Then in that order, starting with the most important, I began inputting time slots
into my google calendar. Starting with mandatory things, with set times, like class and work. Then I
filled in the holes in my schedule with time for homework, a nap, the gym, or even eating. I made sure
to input time slots for things related to my mental and physical well-being as well to ensure that I was
taking the time for myself. All of this happened while I played calming music in the background. This
helped me to manage my stress throughout the semester and have a higher rate of success than I
believe I would’ve had.
6. Student will express a personal code of HDF 190
leadership / membership ethics
7. Student will demonstrate practice of the HDF 190
personal code of ethics
8. Student will express a personal values HDF 190 VIA Values In HDF 190 we were given the task of completing a VIA Values assessment. My top five values were
statement (Sources = VIA, values honesty, kindness, fairness, teamwork, and perseverance as my results. Honesty means value the
clarification exercises, etc.) truth and am I very loyal person. I rarely see a point in lying or pretending to be someone you are not.
Kindness means I try to keep a smile on my face and project positivity. A smile is contagious, so I try to
spread positivity whenever possible. Fairness relates closely to honesty in that I feel as though I have a
duty to give everyone an equal opportunity. Teamwork comes into play after fairness. For a team to
work efficiently there must be peace, a common goal, and respect for one another. Every person has
an important role in a team. My fifth value is perseverance because once I start something I am
passionate about, I have trouble putting it down until the task is completed. No matter what obstacles I
face, I will complete the task.
See Evidence #8
9. Student will demonstrate practice of the HDF 190 Rotaract In HDF 190, we took a personal values assessment. My top five results were honesty, kindness,
personal values statement fairness, teamwork, and perseverance. I saw these in Rotaract. I was honest with myself and loyal to
the group. I stuck with their missions and was honest to them and myself when I could or could not
make an event or meeting. I used kindness to make friends in the club and to create a positive
atmosphere. When doing a service project sometimes morale be low, so I try my best to use my
kindness to improve it. I used fairness to make sure everyone had an equal opportunity to do whatever
activity they want at an event. Most service events require an element of teamwork. For example, I
volunteered at the Leukemia and Lymphoma Society Superhero 5k and during the race other members
and I had the task of cheering on the participants. We used teamwork to cheer on the racers as one
group. Lastly, I used my perseverance value the morning of the event. I got up early and called other
Rotaract members to make sure everyone was up and ready to leave for the event. Once I make a
commitment to something, I will follow through no matter what obstacles are in my path.
See Evidence #9
10. Student will demonstrate the ability to HPR 492 HPR 492 is the course designated for the Honors Project. My one semester long project is to create a
lead a project from start to finish (follow- dual-degree in accounting and finance within the College of Business at URI. I had to start this project
through) off through a proposal submitted to the honors department prior to enrolling in the course. Next, I had
to follow through with my proposal throughout the semester. Mid-semester we had to submit an
abstract of what we have done so far and would be done. At the end of the semester, we have to
present our project conclusions and processes. Throughout the semester I worked closely with
members of the College of Business faculty and conducted personal research. Currently I am working
closely with the Assistant Dean to pass the dual-degree option prior to the end of this academic
semester.
11 Student will describe goals and objective BUS 320 BUS 320 was a course I took sophomore year, when it was a part of the junior year curriculum. I was
statements regarding personal issues, the only female in the course. This brought career and community issues to my attention related to the
career issues, and community issues gender gap in finance. My personal goal was to continue working toward my career goals in finance
and hopefully reach a point in my career where I had the position to make a change. I continued to see
this gap throughout my time at URI and began working toward raising awareness on the gender gap.
12. Student will show evidence of goals and HPR 492 Financial Management Association In HPR 492, the honors project course, I set a goal of creating a dual degree within the College of
objectives that were planned and Business. I created a plan once I decided on my goal for the semester and laid it out in an abstract. I
achieved then followed through with my plan. This included meeting with advisors of the College of Business
students and the assistant dean of student affairs for the College of Business. Together we were able
to lay out what was needed in order to create a dual degree. We followed through our process and
were able to have the dual major curriculum option passed within a shorter time span than expected by
following through our plan.
13. Student will show knowledge of the Personal Research Maslow’s hierarchy of needs is a theory based around motivation. This theory states that actions are
“Hierarchy of Needs” theory by Maslow motivated from a place of psychological needs. There is a pyramid of needs where the most basic
needs of an individual are at the base of the triangle with the most complex needs of the individual at
the top. Maslow believed that an individuals most basic needs must be met in order for them to reach
their ultimate goals. Those basic needs would include food, safety, love, self-esteem. Maslow has five
levels in the hierarchy of needs. At the lowest level is physiological needs. Moving upward is safety
needs, followed by social belonging. Next comes esteem. Lastly, self-actualization is at the top of the
triangle where an individual’s most complex personal needs are.
https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 190 Rotaract In HDF 190, we were challenged to take the Gallup StrengthsQuest assessment. This assessment
Signature Themes, shadow side of analyzed our results to supply us with our top five strengths. My top five, in chronological order with the

Strengths and/or weaknesses, and first being my top strength, they were Achiever, Arranger, Includer, Command, and Responsibility.
examples of application (Source = Gallup) Achiever means that I always strive for success and need to keep busy constantly otherwise I feel as
though I am wasting time. I am extremely hard working and do not like to leave tasks unfinished.
Arranger being my second strength is also very important to me. I find it hard to focus in environments
where things are in places I do not think they belong. I thoroughly love puzzles of all sorts, from actual
puzzles, to math problems, to finding out the best way to use a resource. I am an includer in the way
that I hate to see people left out and try to always bring that person in or go join them. I also want to
hear about what makes a person get out of bed in the morning because I have found that leads to
making a person feel important and cared for, which gives me in return an extremely high level of
satisfaction. I use this strength to enhance my command strength. I want to hear everyone’s ideas.
Since everyone comes from a different background and has a different story, everyone has a different
opinion no matter how large or miniscule the difference is. I want to hear everyone out completely, but
once a conversation stops being beneficial, or begins to just go in circles, I make the decision and that
is the end of it. I cannot stand inefficiency and realize the importance of deciding at a certain point,
instead of just discussing the what-ifs. My fifth top strength is responsibility. My whole life I have always
felt responsibility for things that do not relate to me in anyway. I will take the consequences of my own,
and other actions because it was my responsibility to try and create a more positive outcome in any
situation. I also am honest and loyal to a fault and expect that honesty and loyalty in return. I am the
kind of person that once I fully commit to something, no matter what obstacles I face, I will fulfill my
commitment. For example, I signed up to assist in a campus clean-up through Rotaract with the URI
Public Health club. The morning of the event, I felt extremely ill. However, knowing that I made a
commitment to both clubs and I, I woke up early and got to the event. I also did my best to give my full
effort through the entirety of the event. If I had decided to no longer attend, I would have felt immense
guilt for days, if not a week or two. I also would have felt as though I let down my peers and myself.
Some negative aspects to my strengths of Achiever and Arranger are that my competitive side can get
the better of me. I can lose sight of the feelings of those around me, the purpose of what we are doing,
or even the end goal of the task. I get too caught up in making sure things are done perfectly, and the
way I want them done. Also my strength of command can tend to frustrate group members or hurt
people’s feelings because at a certain point my nice side goes away and it becomes time to do
business. Lastly, my strength of responsibility can cause me to belittle people or offend them. I take the
fall for things and let the burden fall on my shoulders, which can come across as arrogance.
See Evidence #17
(2019, January 30). CliftonStrengths Assessment Results.

https://www.strengthsquest.com/home/default.aspx.
18. Student will describe personal leadership MGT 341 I am an ENFJ or Protagonist personality type. This describes a person that is extraverted, intuitive,
style and/or personality style including feelings, and judging. They love helping others but have very strong ideas and values along side a
strengths and weaknesses and examples creative energy they use to achieve goals. Some strengths are that this personality type tends to be
of application (Sources = Leadership style receptive, reliable, passionate, altruistic, and charismatic. Whereas some weaknesses may be that
inventories, the L.P.I., Type Focus they are unrealistic, overly idealistic, condescending, intense, and overly empathetic. I used the
(MBTI), LAMP, DISC, and other career strengths of my personality type throughout my schooling and club participation. I am receptive of
inventories, etc.) others needs, as well as passionate about things once I become invested. I also tend to be charismatic
and reliable which can be comforting to current class or club members and also to prospective new
club members. Some of my weaknesses come out when in group settings as well. I can come across
as condescending and intense, but then also become overly empathetic where my emotions will morph
to those around me.
https://www.16personalities.com/enfj-strengths-and-weaknesses
Outcome Category: Leadership Theories

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
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)
21. Student will show Personal There are four principles to the Scientific Management theory. The first being to develop a science for each element of work. Taylor was
knowledge of the “Scientific Research trying to see what a worker could consistently output year after year successfully, without sacrificing themselves. He had three things
Management” theory of that management should do to achieve the first principle. They are to gather objective data on work, perform experiments, and
leadership by Taylor standardize policies and procedures based on the results of the experiments. The second is scientifically select, train, teach, and
develop the worker. The third being to cooperate with the worker, and the fourth being to divide the work and responsibility.
APA Citation:
Ward, P. (2021, November 15). Frederick Taylor's principles of Scientific Management theory. NanoGlobals. Retrieved February 3,
2022, from https://nanoglobals.com/glossary/scientific-management-theory-of-frederick-taylor/#1
22. Student will describe FMA As President of the Financial Management Association at URI I have had to apply the scientific management theory of leadership.
personal application of the Stepping up as President for the 2021-2022 academic school year, the entire executive board was new, other than me. In the Fall
above theory (Taylor) semester, I created standards for how members of the board should conduct themselves in meetings and in College of Business
settings. I also gathered data and performed experiments in the way that I would rotate tasks assigned to the other board mem bers. In
the second half of the semester, I was able to select which members were best suited for each task. I then was able to develop their
skills to complete that task efficiently. At the start of the Spring semester, I worked on the fourth principle. I made sure my board made
sure their schedules were important to me as well and that we can be flexible to see what works best for them. This led me into the
fourth principle of dividing up the work and responsibility, making sure that each person had a responsibility. This took som e things off
my plate, while also giving them a manageable load. Overall, this theory worked incredibly well for my board and I.
23. Student will show Personal Management by Objectives is a performance management approach that seeks to find balance between the employees and
knowledge of the Research organizations objectives. When setting obtainable, yet challenging objectives for employees it can help to motivate them and feel
“Management by empowered within their workspace. Through increasing employee commitment, upper management is then able to shift their focus to
Objectives” theory of innovation within the organizations. For management by objectives to work there are certain conditions that must be met within the
leadership by Drucker organization. They include determining both quantitative and qualitative objectives with the employees that are motivating and
challenging. There should be daily feedback and rewards for reaching objectives rather than management reports in order to help
improve development. This should be focused on growth rather than punishment. The five steps to this process are to determine and
revise the organization’s objectives, translate those objectives to the employees, stimulate the participation of employees in the
objective setting, monitor the progress on objectives, and evaluate and reward achievements toward the objectives. These five steps
run in a cycle and are not a one and done exercise.
https://www.toolshero.com/management/management-by-objectives-
drucker/#:~:text=Management%20By%20Objectives%20(MBO)%20is,of%20Organizational%20Development%20and%20management.
24. Student will describe FMA I applied the management by objectives theory by Drucker as president of the Financial Management Association at URI. I first had to
personal application of the identify the objectives of the club for the year, and long-term goals the club may have. Then I had to be sure to translate those
above theory (Drucker) objectives to the other members of my executive board. I then was sure to open up the objective setting to the other members of my
executive board. This is beneficial from a collaborative, inclusive, and creativity standpoint. Throughout both semesters we monitored
the progress on our objectives and what methods worked or did not work. When another member of the executive board outperformed
or performed up to their expectations, I would praise them or even relay that to the faculty advisor so that they gained recognition. I
used positive reinforcement to encourage the other members of the board to keep up the hard work toward our standing objectives.
knowledge of “Theory X and
Theory Y” theory of
leadership by MacGregor
above theory (MacGregor)
27. Student will show HDF 190 In HDF 190, we learned about how to be a servant leader through Robert K. Greenleaf. Robert K. Greenleaf made up the term servant-
knowledge of the “Servant leader in the 1970s and is still considered “largely considered the father of modern leadership.” This theory puts emphasis on the
Leadership” theory of leaders and the followers being servants first, and then deciding to become leaders. It is all about sharing the power with others and
leadership by Greenleaf being supportive of one another. There are ten characteristics of a servant leader. They are listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community. These
characteristics are split into three categories. They are relationship-building actions, future-oriented actions, and community-oriented
actions. Under relationship-building actions there is listening and awareness, both to yourself and others. There is also having empathy,
or an understanding and healing. Healing means that you search for the wholeness of self and others. In future-oriented actions there is
persuasion or building of a consensus and conceptualization of the future goals and day to day operations. The last one in that category
is foresight which means the intuitive ability to learn from the past and see the future consequences of your actions. The final category
is community-oriented actions, and that includes stewardship which is holding an institution in trust for the good of society. You must be
committed to the personal, professional, and spiritual growth of yourself and others. Lastly, building community means being humane
and philanthropic, to benefit others.
See Evidence #27
Greenleaf, Robert K.; Servant Leadership: A Journey into the Nature of Legitimate Power & Greatness. Paulist Press, Mawah, NJ.
1977, 1991, 2002.
Greenleaf, R.K. (1996). On becoming a servant-leader. San Francisco: Josey-Bass Publishers
28. Student will describe HDF 190 Rotaract In HDF 190 we learned about Robert Greenleaf’s theory of Servant Leadership. Every day I try my best to be a servant leader, through
personal application of the putting others before myself. I also am supportive and do my best to lead through example rather than through criticism. I have seen
above theory (Greenleaf) myself display this theory the most as a member of Rotaract. Rotaract is a club on URI’s campus that’s motto is “Service Abov e Self.” I
have assisted on multiple service events, but I demonstrated and witnessed servant leadership the most during a Habitat for Humanity
event. I signed up to get up early on a Saturday morning to go help build a Habitat for Humanity house with fellow Rotaract m embers.
Since none of us had built a house before or were qualified in any way to build a house, we were servants first. We listened to the more
knowledgeable people there and were aware of how much this house meant to a family. We had to realize that one false move and a
wall could go somewhere it was not supposed to, we could break something that would cost money we did not have to spare, or
someone could have gotten injured. You had to know your own limits to keep yourself and others safe. We also had to use future-
oriented actions. At certain points people desired certain tasks that were safer or less physically taxing. Persuasion and the building of a
consensus had to be used to get from task to task. Every person there had to have foresight. You had to pay attention to what you were
doing and understand the consequences of your actions. We all learned very quickly to be careful while hammering a nail into a wall
because if you miss it is going to hurt bad and may even leave a mark. Lastly, we used the community-oriented actions. We, as
members of Rotaract, we held accountable for our actions. We were expected to act for the benefit of society. We did this philanthropic
event to benefit others, even if it was in a way we were less skilled in.
See Evidence #28
knowledge of the “Principle
Centered Leadership” theory
by Covey
above theory (Covey)
knowledge of the “14 Points
/ TQM” theory of leadership
by Deming

above theory (Deming)
knowledge of the “Visionary
Leadership” (now often cited
as “Transformational
Leadership”) theory by
Sashkin
above theory (Sashkin)
knowledge of the
“Individuals in
Organizations” leadership
theory by Argyris
above theory (Argyris)
37. Students will demonstrate HDF 190 VIA Values In HDF 190, we learned about the “4 Vs” theory of ethical leadership that was created by Dr. Bill Grace. The four Vs are values, vision,
knowledge of the “4 V’s” voice, and virtue. They highlight how external and internal beliefs, values, actions, and behaviors all work together for the common
theory of leadership by good. Values are at the center of our leadership styles and our identities. In HDF 190, we also took a VIA values assessment and my
Grace (Center for Ethical top five values were honesty, kindness, fairness, teamwork, and perseverance. I find myself using these every day, in hope to improve
Leadership) myself and those around me. Vision is looking ahead to see how your actions can serve those around you. Voice is how you show your
vision to others in a motivating way. Virtue is obtained through practicing the proper behavior and always striving to do the right thing.
Virtue and common good are extremely similar and can be used almost interchangeably. There are three additional elements that are
vital to ethical leadership, service, polis, and renewal. Our personal values tend to be brought out through service. Polis is the Greek
word for city and is a key term in English politics. Renewal is all about how our speech and actions reflect our values. The common
good does not have one solid definition, there are various definitions for everyone. Some of those definitions include harmony, equality
or all, respect for differing needs, and the public good or welfare.
Evidence #37
Center for Ethical Leadership. (2007). The four –v model. Retrieved from http://www.ethicalleadership.org/philosophies/ethical-
leadership
38. Student will describe HDF 190 VIA Values In HDF 190, we completed a worksheet on the four Vs of ethical leadership. In the top left c orner, I put my values of honesty, kindness,
personal application of the fairness, teamwork, and perseverance. On the top right corner, I explained my vision. I envision using my strengths in service by
above theory (Grace) brightening everyone’s day, while making sure the task gets completed. In the bottom left corner, I will use kind words and positive body
language. I will also be honest always with my peers that are working with me through voice. In the bottom right corner, I show that
based on my strengths and values, my virtues are justice and courage. Two of my five VIA character strengths were in the justice
category. This means my teamwork leads me to have a strong sense of citizenship, social responsibility, and loyalty. My value of
fairness leads me to be just and does not allow me to have my feelings bias my decisions about others. My other virtue is courage
because my VIA values of perseverance and honesty are in this category. Having the value of perseverance means that I am persistent
and finish what I start. I am authentic and have integrity due to my top value being honesty.
Evidence #37
Center for Ethical Leadership. (2007). The four –v model. Retrieved from http://www.ethicalleadership.org/philosophies/ethical-
leadership
knowledge of the
“Situational Leadership”

theory by Hersey &
Blanchard
above theory (Hersey &
Blanchard)
41. Student will show HDF 190 In HDF 190 we learned the relational leadership model created by Komives, Lucas, and McMahon in 1998. It is based on the concept
knowledge of the “Relational that leaders need to be felt and can lead from the trenches. There are three basic principles to this leadership method, know ing, being,
Leadership” model by and doing. First, you must know yourself and have an understanding that people think differently than you. Next, being, you must have
Komives, McMahon & Lucas a strong sense of ethics and principles. You must be open, caring, and inclusive of your peers and coworkers. Lastly, doing, you must
be socially responsible. There are also five components to be a successful relational leader. Those five components are inclusive,
empowering, purposeful, ethical, and process-oriented. Being inclusive is the first one. It is about more than just inviting everyone into
the group, it’s about making sure each person’s talents are being used to their best ability and knowing everyone’s talents and values.
Second, you must empower yourself and others. Know your own strengths and use those to better those around you to improve the
entire group. This will have a more efficient and successful result. As a leader, if you have no purpose, or commitment to the task at
hand, or the end goal down the road, your peers will lose their motivation. You must strive to find common ground in a posit ive way.
The common ground should be found through looking at the group members values and standards. Lastly, it has been found that
focusing on the process to achieve a goal results in better outcomes then focusing on the goal itself. Have an intentional process not an
unplanned one because having a set plan with purpose creates a positive energy and good momentum.
See Evidence #41
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want to Make A Difference. San
Francisco: Jossey-Bass. (68-72).
42. Student will describe HDF 190 Rotaract, Gallup I am a current member of the University of Rhode Island’s Rotaract Club. Rotaract is all about service above self. We go serv e where
personal application of the Strengths people ask for help and our goal is to do so as a peer, we do not want to “help.” Helping has a negative connotation that s omething is
above theory (Komives et al) needed due to shortcomings, whereas serving is only giving an extra set of hands where and when they are asked for. Rotaract is
extremely inclusive because anyone can join the club, and even if the weekly meetings do not fit into your schedule you can still
participate in events. Also, you can self-evaluate and choose to serve in the activities that fit your own strengths and values the best.
The E-Board also is extremely empowering and gives everyone the ability to explain their ideas without judgement. You can participate
as much or as little as you want. As an individual, serving others leaves you with a strong sense of empowerment. Before every event
the group volunteering or all club members discuss their purpose. At the meeting following the event we discuss the feelings we
experienced during the event and what impact we feel we made. Putting what you did into words is extremely empowering. The club
has strong ethics and good morals considering it is a service organization. Our values and st andards guide what events we chose to
participate in as a group, and as individuals. As an organization our entire purpose is process-oriented. Often, we serve on projects and
we never get to see the result. Service does not always involve you witnessing the positive outcome that occurs in the long run.
Personally, my Gallup strength of Achiever hurts me within Rotaract and the Relational Leadership model. As an achiever I tend to
focus on end results and on having the highest aspirations, instead of staying process-oriented and staying in the moment. Sometimes,
I will lose sight of the things going on around me because I get too caught up in the possibilities of the future. My VIA values of
teamwork and perseverance help me to never lose sight of purpose. Once I make a commitment to myself and others, I am extremely
stubborn and will ensure I follow through. I also use my perseverance to motivate others to never lose their focus. I work ef ficiently with
other people to find common ground. Being a good team member requires resolving issues and working toget her to create a common
vision.
URI Rotaract Club. (n.d.). Retrieved from https://www.facebook.com/urirotaract/

43. Student will show HDF 190 In HDF 190, we learned about the theory of constructivism. Constructivism is based on observation and scientific study. In this theory,
knowledge of the concept of about how people learn, it is thought that people create their own interpretations of the world based on their own experiences and
constructivism reflections. Once we learn something new, we must process that information through what we already know, who we are, and what we
have experienced. New ideas can change what we previously believed or cause us to completely disregard the new information as
unneeded. “Individuals are the creators of their own knowledge in this view.” We must continuously ask questions, explore, research,
and reevaluate what we already know. This type of learning focuses on three main things, students becoming active learners, knowing
how to learn, and the ability to reflect and use new information. In a traditional classroom, the curriculum starts off broad and
emphasizes basic skills. Following the fixed curriculum is important, and mostly textbooks and workbooks are used. Learning is based
on repetition, and students are on the receiving end of knowledge. Teachers have authoritative roles, and assess students
understanding through tests. Student work alone. In a constructivist classroom setting, big ideas and concepts are focused on more,
and then the other parts are taught afterward. Questions and opinions are valued. Learning is done in an interactive way that builds off
what the student already knows. Teachers converse with students and have a highly interactive role in teaching. The process of
learning is viewed to be just as important as the result. Students are observed and are assessed on other assignments than exams.
Knowledge is viewed as an ever changing thing. The students work mostly in groups.
See Evidence #43
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44. Students will describe HDF 190 In HDF 190, the theory of constructivism is applied to the classroom. We are constantly encouraged to make our own interpretations.
personal examples of For example, in the beginning of the class we took strength and value assessments. Each thing had a definition, however we w ere
implementing constructivism asked what that strength or value meant to us, or how we see it as a part of our life. After learning a new concept we are given the
opportunity to discuss what we learned and how we see it in our own lives. No matter what topic we are learning we are given the
chance to give our opinions or inputs on the subject. We look at the large concepts of leadership and are allowed to fill in the details
ourselves with assistance from the teachers or peer leaders. Asking questions is encouraged and our opinions are constantly desired.
For example, after each unit within the class, we completed a forum where we explained what we learned and gave feedback. Our
feedback was valued and analyzed to see how the class could improve in upcoming years. Once a week, I stayed behind after to class
to talk with fellow classmates, peer leaders, or the professor. We would discuss the topic we are learning, or how things we previously
learned related to my life currently. This class does not have a final and is very process-oriented. We are given the task to complete
small things throughout the entire semester, rather than a cumulative scantron final examination, like the traditional classroom setting.
We were graded on essays, presentations, projects, and participation rather than just exams. In HDF 190, we were split into four groups
within the class that we worked in over roughly half the time. This was to create a more comfortable space for failure and questions. It
also created an opportunity to get other ideas to better improve our understanding and give us the chance to develop our own
comprehension better.
See Evidence #44
45. Student will demonstrate
knowledge of the
Experiential Learning Model
(Kolb)
Experiential Learning Model
(Kolb)
47. Student will show HDF 190 In HDF 190, we learned about the Social Change Model of Leadership created by Astin et al. This model is for leaders that want to
knowledge of the “Social make a positive change, rather than hold traditional leadership roles. Leadership is a process. This theory looks at leadership from
Change Model of three different perspectives, individual values, group values, and community/societal values. Under individual values there is
Leadership Development” consciousness of self, congruence, and commitment. There is collaboration, common purpose, and controversy with civility under group
by Astin et al values. The last is citizenship, which is with societal/community values. There are 7 C’s of this leadership within this theory. They are
consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, and citizenship. The eighth C
is change. Consciousness of self means self-awareness. You must know your own beliefs, values, attitudes, and emotions. You must
continuously reflect on your foundations, and purpose. You must also have congruence. This means you walk the talk, you align your
values, beliefs, attitudes, and emotions with those you outwardly express. The last C under individual values is commitment, which
means you follow through and lead to make positive change in an energized and purposeful way. The group value of collaboration is all
about multiplying a groups efforts by utilizing different people’s diversity and strengths. There must be a common purpose that involves
as participants as a collective goal or vision is worked toward. Multiple perspectives should be brought to the group to increase the
group’s value. Working to benefit others through service, social responsibility, and community involvement relates to citizenship. The
eighth C is change, which is the center of the Social Change Model. It gives means to the other seven C’s. It means you work to
improve the world around you.
See Evidence #47
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 HDF 190 Rotaract In HDF 190, we were given the task of completing a social change project. My group did the Be 5k hosted on URI’s quad through
personal application of the Rotaract. The social issue at hand is the lack of mental health resources for college students. This is an issue because according to the
above theory (Astin et al) American College Health Association, more than 25 percent of college students have considered suicide (American College Healt h
Association, 2019). Resources on campus for this issue include the Counseling Center and Health Services. We chose to participate in
this event because mental health is something that directly impacts almost all of us. We all know someone struggling with som ething,
whether it be anxiety, depression, or any other mental health disorder, so we wanted to work to reduce the stigma towards mental
health here at URI. We worked to create a positive change and raise awareness for the stigma of mental health. We had to know
ourselves and our strengths to put our best selves forward. You must walk the talk. We all outward showed our values, strengths and
intentions. My whole group was committed to the cause because we all sorry know someone that has struggled with mental diseas e at
some point. We also collaborated. For example, there were about eight people all working together to hang a poster from two trees. We
needed people in trees, other people holding the sign, and other people making sure no one fell, and that the strings did not tangle. We
all had a common purpose of serving wherever we were needed, and by raising the most awareness possible. We all were working to
benefit URI’s community and hopefully outreach further than that.
See Evidence #48
49. Students will demonstrate
knowledge of the
“Leadership Identity
Development Model” by
Komives et al
50. Students will describe
above theory. (Komives et
al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by
Hulme et al
above theory (Hulme et al)
knowledge of behavior
theories of leadership from
Michigan and Ohio State
above theories (Michigan &
Ohio State)
knowledge of Charismatic
leadership
above theory
knowledge of contingency
approach to leadership by

Fiedler
above theory (Fiedler)
knowledge of Path-Goal
theory by House
above theory (House)
knowledge of Leader
Member Exchange (LMX)
theory by Dansereau, Graen
& Haga; Graen & Cashman;
Graen
above theory (Dansereau,
Graen & Haga; Graen &
Cashman; Graen)
knowledge of Leadership
Substitutes Theory
above theory
knowledge of Models of
leader emergence
66. Student will describe the Personal Studies have found that traits do have an impact on how quickly individuals are given leadership positions. Many theories have been
impact of traits on Research formed about how height, physical appearance, and intelligence impacts a leaders rise to leadership and how successful they are.
leadership emergence and Other theories show leadership success correlates to confidence, extraversion, and energy levels. Personality traits have also been
performance argued to contribute to how quickly an individual is promoted to leadership positions due to how those traits impact and employees work
ethic, dependability, and reliability. Personality also impacts an individual’s ability to develop networking or political skills leading to
greater leadership success. Another study has found that fourteen percent of an organization’s performance is due to the CEO. The
CEO’s personality and leadership style greatly impact the entire organization and how it is run. This is also impacting the workplace
atmosphere.
https://www.sciencedirect.com/topics/social-sciences/leader-emergence
https://www.scirp.org/journal/paperinformation.aspx?paperid=103220
67. Student will demonstrate Personal In Margaret Wheatley’s theory, “chaos” means a time where members of an organization may be confused or overwhelmed by
knowledge of Chaos Research information, they may not be able to make sense of. In these types of situations, it is crucial that there are processes in place that allow
approach to leadership by members of the organization to sit in the uncomfortable period until they find comfort in it. Chaos to Wheatley is when people enter a
Wheatley stage of such deep confusion that they lose the ability to use their simple problem-solving skills. Unless you move into chaos, an
organization is unable to re-organize or transform. The “chaos” allows an organization to find new answers out of the unknown.
Wheatley says that it is possible to create intentional chaos. This can be done by overloading people with important and relevant
information until they are overwhelmed. Once individuals decide to let go of what is overwhelming them, they have an open availability
to use all of the information thrown at them into an adaptive coercive thought.

https://www.awakin.org/v2/read/view.php?tid=996
68. Student will describe CSV 302 A personal application of this theory would be when I was a RAM. We had to be trained on how to handle students in a crisis s ituation.
personal application of the In our training I felt overwhelmed with emotions and information. This used chaos theory because I was overwhelmed and had to
above theory (Wheatley) almost reset my brain to figure out an effective way to problem solve in scenarios like this. Therefore, when crisis situations came up in
my dorm where I was the first person to respond, I had more tools to handle these situations. The chaos theory w as implemented
because teaching me how to problem solve in chaos was able to be implemented into real life situations which benefited me and my
residents that needed my help.

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of Personal Research Having conversations around privilege can lead to people feeling negative emotions. Those emotions
McIntosh’s theory of privilege and its can be anger, guilt, resentment, discomfort, sadness, and disrespect. However, in today’s world those
relationship to leadership conversations are no longer allowed to be ignored. Social norms and cultural underpinnings influence
the way we view the world and the experiences we may have. There is a disconnect between identity
and experiences between white Americans and those members of minority related backgrounds. Many
minorities experience poverty, disenfranchisement, isolation, inequity, and violence. In order to address
these issues, it is crucial to address the reality of the situation we are living in. There is an advantage of
being in the majority racial group, even if those advantages can appear hidden at times. As a leader it
is crucial to recognize other’s privileges and have an open space for those conversations, whether they
are comfortable or not. It is a constant learning process for everyone and creating a safe space for that
is incredibly important.
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-
justice/social-justice/understanding-race-and-privilege
84. Student will demonstrate personal Tanzania I applied this theory on my service trip to Tanzania, Africa. I understood privilege on a baseline level;
application of McIntosh’s theory however, this trip finally shoved it in my face. It also gave me the opportunity to have those hard
conversations around privilege in a safe place. I finally allowed my eyes to be opened to the privileges I
personally had growing up as a middle-class, white, catholic individual. Now that I have opened that
door to conversations about privilege, that does not make them any easier or more comfortable to
have, but I have embraced the discomfort in the conversation. Any conversation since then that I have
had surrounding privilege, I have been made aware of my own biases laying under the surface or a
privilege I was not aware existed or that I personally had. Overall, this trip cracked open the shell of
privilege for me and how to lead those conversations so that I can continue to have or lead them.
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three-Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership
Outcome Category: Critical Thinking
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
98. Student will show HPR In my Behavioral Threat Assessment class (HPR 411), we learned about how to use critical thinking skills in
knowledge of principles 411 potentially threatening situations. A fallacy can be defined as a flaw or error in reasoning. This can relate to
of critical thinking and the conclusion of an argument being invalid, unsound, or weak. This fallacy makes the entire argument
fallacies (logic is used in weaker, without entirely invalidating it due to the one reasoning that was invalid or unsound. Aristotle
this minor) classified fallacies into two different categories. Those categories are linguistic and non-linguistic, within
those two categories there are thirteen subcategories. Critically thinking is the process of conceptualizing,
applying, analyzing, synthesizing, and evaluating information. This information can be from observations,
experiences, reasoning, or communication. Critical thinking can be seen as having two main components.
They can be a set of information generating and processing skills and they can be habit based on
intellectual commitments. In my behavioral threat assessment these skills were used to assess situations
and peoples’ mental states in certain situations. We also used critical thinking and an individual’s fallacies to
evaluate where they were on the “threat ladder”. This means the point they are at related to steps from
committing a threatening act.
https://courses.lumenlearning.com/ivytech-comm101-master/chapter/chapter-6-understanding-
fallacies/#:~:text=A%20fallacy%20can%20be%20defined,makes%20the%20entire%20argument%20invalid.
https://www.criticalthinking.org/pages/defining-critical-thinking/766
99. Student will HPR In HPR 411, we had to demonstrate our critical thinking abilities. We would have open discussions about
demonstrate proficiency 411 our thinking processes in a crisis situation. This would include noticing another individual’s fallacies or our
of critical thinking own fallacies. After noticing them how would we continue to use critical thinking to diffuse a threatening
situation to us or others. We would consider the information we gathered on the individual or situation. We
would have to be able to quickly process the information or use our own intellectual commitments to lean on
during the crisis. It was also important in this class to potentially find a fallacy and use that to our advantage
in the threatening situation, without necessarily invalidating the individual completely.
knowledge of

metaphorical analysis to
critically analyze self
and leadership
situations
101. Student will
demonstrate proficiency
of metaphorical analysis
to critically analyze self
and leadership
situations
knowledge of at least
five decision making
methods
personal examples of
having used five
decision making
methods
104. Student will show RAM RAM The first conflict management method is problem solving, collaborating and confronting. The second is
knowledge of at least Fund compromising and reconciling. The third is withdrawing and avoiding. The fourth is forcing and competing.
five problem solving / The last is smoothing and accommodating. The first method is typically used when people have a difference
conflict management in opinion but are willing to have an open mind around finding a resolution. The second style is best for
methods, as well as conflicts where the involved parties are willing to find a middle ground. Each party would need to give up
understanding the roots something in order to reach a solution. The third method is when a member or members of the involved
of conflicts parties remove themselves from the conversation and just accepts the other party’s opinions. Another way
this can be shown is through completely avoiding or remaining silent. The fourth method I when a person’s
authority and power can force them to resolve the conflict through not allowing the other person to have a
difference in opinion. Lastly, smoothing or accommodating may work best when the atmosphere around the
conflict may have distrust or apprehension. Therefore, no one in either party is coming forward to smooth
things over, so kind words and euphemisms should be used.
https://www.knowledgehut.com/tutorials/project-management/conflict-management
105. Student will describe RAM RAM As a Resident Academic Mentor and as a member of Ram Fund many conflicts arose where I had to use
personal examples of Fund one or try multiple conflict management styles. I had to use the first method of problem solving, confronting,
having used five and collaborating when working in a group in Ram Fund because we had many different ideas and were
problem solving / coming from different places of research. So, we had to all keep an open mind to decide what was the best
conflict management route to take. I used compromising and reconciling as a RAM when I would do conflict management among
roommates or friends in my dorm. I used withdrawing and avoiding as a RAM working with my staff
sometimes. Emotions would be high, and I was not in a place, nor were they to resolve the conflict so I
would withdrawal or avoid. I used forcing or competing in RAM Fund within my group at times. I was a
returning student and therefore sometimes to ease conflict I would simply make a decision, that I had the
authority for, to make things run smoother. Lastly, I would use smoothing and accommodating as a RAM in
order to make my residents feel safe in the environment, we were in. This would help us potentially find the
root of the problem rather than dancing around surface level, more minor issues.
106. Student will
demonstrate the ability
to synthesize multiple
knowledge perspectives
(course work),
competencies
(communication, writing,
information literacy or
mathematical/statistical
skills) and
responsibilities (global,
diversity & inclusion or
civic knowledge)
107. Student will
demonstrate knowledge
of leadership that is
used in crisis (i.e.,
James & Wooten;
Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni;
Braden et al; etc.)
examples of leadership
in crisis situations (i.e.,
application of James &
Wooten; Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni;
Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
109. Student will demonstrate HDF 190 In HDF 190 we learned about active listening. There are five general parts to active listening. Each category includes a goal and a process.
knowledge of active The first one is encouraging. You want to show interest and maintain the conversation so that the person continues talking. You do this by
listening techniques being non-committal. Do not agree or disagree and keep a positive tone of voice. The second is restating basic ideas. This is done to s how
that you understand and have a grasp on the facts of the conversation. This is also a way to check your own meaning and interpretation with
others. You can do this by restating the general ideas and by putting an emphasis on facts. The third category is reflecting feelings and you
do this to show you are paying attention and understand how that person feels. This can also help the person to evaluate their feelings
through someone else. This is done by reflecting on that person’s feelings and by having short, but meaningful responses. The fourth is
clarifying. This is done to reveal more information and to help the person see different sides of the problem. To do this the listener must ask
specific questions. Fifth, you want to bring together the facts and ideas to create a basis for a longer conversation that reviews the progress
made, under summarizing. This is done by restating and reflecting on summarized major ideas.
See Evidence #109
From Penn State University’s Center for Conflict Management Mediation Handbook Training, 1990
110. Student will describe HDF 190 FLITE Retreat In HDF 190, we had a class retreat, and at one point we split up into smaller groups. Within these groups we discussed how old we think we
examples of using active were when we first truly understood and could identify sexual orientation, race and ethnicity, and socioeconomic stat us. If we felt comfortable
listening skills we then would elaborate on what event or events led to our understanding, and how it shapes our current viewpoints of these c lassifications.
I used active listening during this activity because I wanted my group members to share and know that we wanted to hear their stories. After
they finished sharing, we would summarize the main points of their story to ensure we fully understood the important points of their story. We
would follow that by checking to see how that impacts their perspectives on the subject today, and how it differs or aligns with other group
members. We would discuss different viewpoints and agree to disagree or try to find common group. We kept a positive and light
atmosphere to ensure people felt comfortable sharing their story and opinions.
See Evidence #110
knowledge of functions of
group communication by
Hirokawa
personal application of
functions of group
communication (Hirokawa)
113. Student will show HPR 147 In my Irish writing and literature class, we had to conduct peer reviews and learn how to give and receive constructive feedback. Eli review,
knowledge of techniques what we used to edit our peers’ papers gave us a three-step routine to giving feedback. First, we must describe what we saw as a reader.
regarding giving and This allows your peer to ensure they are portraying the message they were intending to get across. Next, we have to evaluate. This means
accepting of feedback checking to see if the requirements were met or not. Typically, this part of the review is given on a scale. There is a range of success they
have had in completing their goals of the paper. Lastly, make a suggestion. Give a concrete suggestion to your peer that they can chose to
implement or make into their own. When accepting feedback, it is important to ask questions and look for feedback often. Don’t forget about
the strengths in your paper and what might work better in your work. Then take the changes into account and thank those that gave the
feedback.
https://elireview.com/learn/tutorials/students/giving-helpful-feedback/
114. Student will describe HPR 147 In HPR 147, we had to constantly submit our papers for peer review by two other members of the class. This also means we had to edit two
examples of giving and of our peers’ papers. We had many classes on how to give and receive feedback. In this course we had many round of peer review
accepting feedback. surrounding our final paper that had to be a creative piece of writing that had some meaning behind it. The review for this w as crucial
because you wanted to make sure the peers were understanding the message you wanted to get across. This would come out in the
describe part. Then the evaluation part was crucial to make sure you weren’t missing any of the mandatory requirements in an essay. Lastly,
receiving advice on an essay I found to be very helpful because I would be given suggestions I had not previously thought of.
knowledge of the 7D
coaching model (Knott)
7D Model (Knott)
knowledge of elements of a
Crucial Conversation and
steps to maintain dialogue
and move to action
(Patterson, McMillian &
Switzler)
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
personal application of
organizational analysis
using the four frames of
organizations, and breaking
the frame / reframing
(Bolman and Deal)
127. Student will show RAM Position Financial As a Resident Academic Mentor and President of the Financial Management Association I had to learn how to organize meetings, set goals
knowledge of organizing Management and agendas, and lead meetings regularly. To have a meeting, first you must identify the purpose and value of the meeting. Then come up
meetings / setting agendas Association with a plan for the meeting and assign roles to anyone if necessary. Lastly, finding a time, date, location, and if there will be any food or
/ and leading meetings giveaways provided. To make a meeting agenda it is important to define the goal of the meeting and build a template of important points to
hit. Ask others involved their opinions on meeting topics and provide rough time slots for each part of the meeting. Lastly, be sure to leave an
open time slot for questions, spur of the moment topics, or a summary wrap up of the meeting. To lead a meeting effectively it is crucial to be
prepared for the meeting and start the meeting off on a good note. Be sure to use clear communication and listen to others in the meeting.
Also be sure to keep an open mind in meetings to other’s ideas, opinions, and perspectives.
128. Student will describe RAM Position Financial As a Resident Academic Mentor, or RAM I had to hold meetings for the dorm I worked in once a month. I had to be sure that the meeting had
personal examples of Management purpose or value because it was not a mandatory meeting for people to attend. Then I had to come up with a timeframe, date, location, and
organizing meetings / Association plan for the meeting to engage attendees or encourage them to come. As the President of the Financial Management Association, I had to
setting agendas / leading follow the same steps that I did as a RAM. However, I had to be sure to be follow through with necessary arrangements. There is a
meetings significant amount of paperwork required and most of our meetings included speakers. Setting up a timeframe around someone else as well
as our club members proved to be challenging. Through simplifying my checklist down to the points listed above I was able to successfully
host at least one meeting a month.
knowledge of Parliamentary
Procedure
130. Student will show Personal I have had experience working with difficult people, as I am sure so has everyone. These are the 10 techniques I use when working with
knowledge of techniques for Research someone I would consider difficult. I do my best to use kindness because I find it can be highly successful in diffusing that individual’s
working with difficult people potentially heightened emotional state at the time. Next, I try to be compassionate. Everyone has battles that you know nothing about, so I try
to keep that in mind when working with someone who may be giving me a hard time. I then will t ry to bond with that individual through a

positive commonality between us. Bringing up a happy subject for that person or making them feel a little bit more understood can diffuse the
situation or form a bond of trust and respect. It is highly important to stay calm. If you start to let emotions influence your own behavior, it will
only continue to escalate the situation more and more until it hits a boiling point. Sometimes expressing to someone how a situation or their
behaviors is making you feel can make a big difference in your interactions with that person. It is very difficult for someone to argue with you
on your own personal feelings toward a situation. Always treat everyone with respect. No matter how a person is treating you, always follow
the golden rule of treating others how you wish to be treated. Two wrongs do not make a right. If a person continues to be a negativ e
influence on your life, ignoring that individual is also always an option. Sometimes the best thing to do is to not allow that individual to
continue disrupting your own search for peace. There are only certain things in your control in life, and someone else is not one of those
things. Focusing on your own actions and reactions are the only things in your control. Along with that t ake an internal inventory of yourself.
Are you doing something that may be instigating this individual to act out or subconsciously doing something. Lastly, confronting the difficult
individual is also always an option. This technique can be intimidating and scary but can have a large impact. This could lead to a healthier
relationship, or you can gain the knowledge that the relationship may no longer be worth putting in time and energy.
https://www.lifehack.org/articles/communication/how-deal-with-difficult-people.html
131. Student will describe BUS 321 In BUS 321, Security Analysis, we had to work in a group setting for a semester long group project. One group member was repeatedly
personal examples of using difficult to work with. He would make decisions about our project without telling us or including us in the decision making. I started to handle
techniques to work the situation through trying to use compassion and the killing with kindness technique. However, when this did not work, I had to resort to the
effectively with difficult confronting him approach. This was intimidating and scary to do but ended up being beneficial. I remained calm and respectful throughout all
people conversations, making the conversations much more productive. After having a conversation where I confronted his behavior and explained
how his actions were making me feel, he made an effort to change his behavior.
132. Student will show HDF 190 In HDF 190, we learned Tuckman’s stages of group development. There are five different stages within this model, forming, s torming,
knowledge of the stages of norming, performing, and adjourning. The process of group development always begins with forming and always concludes with adjourning.
group development The three stages in the middle can go in any order depending on the group and could potentially repeat. All the stages could last for any
(Tuckman/Tuckman & length of time, it all depends on the group. The first stage is forming, where the individuals of the group are unsure of where they fit in the
Jensen, Bennis or others) group. There is no clear goal, trust, or group history. The individuals are unfamiliar with other group members and are seeing what the others
bring to the group. There is no commitment to the team yet. Traditionally, the next stage is storming. In this stage roles and responsibilities
are discovered, along with the group’s plans. Problem solving is not efficient and people want to modify the team’s goal and test new ideas.
Smaller groups form within the group and people set barriers. Individuals push for power and higher positions within the group, resulting in
high competition. There is a lack of team spirit and cliques motivate the team. People attack each other on a personal level. Some people
are performing at their highest points, and others are performing at their lowest rate. Next, there is norming, a stage where success starts to
occur. The team has the resources they need to complete their task and trust has started to build. There is a strong sense of purpose and
confidence is high due to a large volume of objective feedback. There is more motivation and there is a high level of com mitment from all
group members. Fourth, there is the most efficient stage, performing. There is high team motivation and individuals put group goals ahead of
personal ones. There is a “we” versus “I” mindset. There is support, openness, trust, and pride within the group. Team performance is at an
all-time high and individuals feel okay to risk confrontation. To conclude, there is adjourning. There is a final group assessment where
shortcomings are discussed, but so are individual successes. There is also typically a celebration of some sort to reduce mourning.
133. Student will describe HDF 190 In HDF 190, the students were split into four smaller groups for certain aspects of the class. My group immediately hit it of f very well in the
personal examples of group forming part of the group. We were unsure of each other’s strengths and were testing the waters. We would not go out of our way to
development in use contribute ideas, in fear of them being shot down. Then we moved into norming for a while, where we trusted each other and had similar
(Tuckman/Tuckman & ideas. No one questioned each other’s ideas, nor did we have much motivation. We would brainstorm, but no one would make decisions. We
Jensen, Bennis or others). had our own smaller groups where we would discuss personal goals and would put those before the groups. Then we became storming
when we had to decide on a group social change event to participate in. A third of our group wanted to do one event, another third wanted to
do another activity, and the last third had no input whatsoever. We stormed, until people’s motives came to light. We then decided and
quickly transitioned into performing at the event we chose. We all grew closer and more efficient as a team. We trust each other’s opinions
and are flexible enough to stretch our own comfort zones for the benefit of the group. We worked cohesively to complete our group project
and paper. Individuals also sacrificed their own personal desires for the groups benefit. We then transitioned into adjourning. In this stage
we talked about where we found success on a group level and on individual levels. We celebrated the ending of our group, however we also
discussed meeting up periodically to reduce the mourning period.
134. Student will show Personal According to Johnson and Johnson, participants must know what is expected from them in the group and to align their personal goals with
knowledge of group roles Research the goals of the group. There should be an healthy balance between structure and spontaneity within the dynamic and norms of the group.
and how they contribute to There absolutely needs to be trust, safety, and cohesion among the group members in order to be productive and receptive to feedback from
group dynamics (Johnson & their peers. Experiences and information must be fluid throughout the entire group. Leadership should be democratic and shared among
Johnson; Benne & Sheats; individuals to give all members a sense of responsibility and satisfaction. The individuals within the group should view conf lict as constructive
Knowles & Knowles; etc.) and an opportunity for growth. When there are extensive amounts of conflict, negotiation and mediation should be used to resolve the issue
or issues. Communication should be kept open and be able to flow in all directions of the group. The power to influence and c ontrol the
group should be shared among all group members. Lastly, growth and change should be constant as a group and as individuals.
https://www.sagepub.com/sites/default/files/upm-binaries/27380_Chapter3.pdf
135. Student will describe BUS 322 In BUS 322, Financial Institutions and Markets we had to work in a group throughout the semester. In this group we had keep a healthy
personal examples of group balance of structure, while also being comfortable with change to the structure. We had to trust each other to do our share of the work and
roles and how they work together in order to not answer the same question twice. We were all experiencing similar course loads but were still bringing in our
contribute to group own individual experiences into the group dynamic. We all had a sense of leadership and responsibility within the group and used a voting
dynamics (Johnson & system to make decisions to give everyone a sense of control. We viewed disagreements as a chance to better ourselves and our group
Johnson; Benne & Sheats; project. We kept communication in meetings and via a texting group chat open and fluid in order to voice any concerns. This helped to
Knowles & Knowles; etc.) improve our groups cohesiveness and success.
knowledge of effective
memberships skills in
groups
membership skills in use
138. Student will show HDF 190 In HDF 190, we learned about the Challenge and Support theory, that was created by Nevitt Sanford. This was one if the first theories to
knowledge of the Challenge acknowledge a connection between person-environment interaction and student development. There are three main conditions to this
and Support theory by theory, readiness, challenge, and support. Readiness requires that the individual must be ready to exhibit behaviors. This means maturing or
Sanford, and its relationship certain positive environmental factors. There also must be the appropriate level of challenge given to the student, if there is too much the
to organizations student may avoid the challenge, and if too little, the student may feel too comfortable and not strive to improve themselves. Stanford said,
“The amount of challenge a student can tolerate is a function of the amount of support available.” Meaning that the amount of challenge a
student can handle depends on the amount of support the receive from the environment they are in and their characteristics. This theory also
relates to organizations. If you set quarterly, or annual goals for employees that are too challenging they will not see a point in even striving
to meet those expectations. If the goals set are not challenging enough, the employees will only meet the goals and not exceed them, even
though they have the capability to.
See Evidence #138
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D. & Renn, K.A. (2010). Student development in college: Theory, research, and practice
(2nd ed.). San Francisco: Jossey-Bass.
139. Student will describe BUS202 I use the Challenge and Support theory in my own life. I set realistic expectations for myself that push me slightly outside of my comfort zone,
personal examples of using but not so far that I do not try. I need these goals to motivate me, so they must have some challenge to them. I also expect the best from
the theory of Challenge and myself and want to feel success when I reach a goal. If the goal is too easy, then I do not feel a sense of accomplishment and lose my will to
Support (Sanford) push myself. First, I must mentally prepare myself to work hard to achieve my goals and think about how much of a challenge is too much or
too little. Therefore, I must self-evaluate before setting benchmarks. I also must ensure I have a positive outlook on the task before starting
because if I go in with a negative attitude then I will end up giving up. I either must be my own personal support system, or if the goal is far
outside of my comfort zone, I may need an external support system of some sort. For example, as a first year I challenged mys elf to take an
upperclassmen level class. Before enrolling in this class, I had to evaluate myself and see if I was able to take on this challenge, or if it would
be too difficult for me. I had to first make sure academically I was prepared to take this class through prerequisites. I then had to see if I was
up to the challenge of a 200-level class, since it requires a higher level of thinking and more work. I had to make sure I could take on the
course load while also still staying committed to my job, and clubs and organizations I had already been part of. Lastly, I wanted to make
sure I had a good support system in case the challenge was too much for me to handle. I reached out to upperclassmen I was friends with
that were going to be taking the same class and they assured me they would help. I also met with the professor during the first week of
classes to express my concern, and I talked with the Resident Academic Mentor of my building. All these people assured me they would help
me in any way they could. After thoroughly evaluating my readiness, level of challenge and support system I decided to take the course.
See Evidence #139
140. Student will show FMA/ URI I had to learn how to give informational and persuasive speeches on my own as the president of a club and while working welcome days. I
knowledge of the Welcome Day had to teach myself how to give information speeches to potential club members about the benefits or different aspects of the club. Whereas,
construction / elements of I had to be persuasive as well to encourage students to join, or at welcome days for students to want to come to URI and major within the
informative and persuasive College of Business. An informative speech involves a speaker transferring their knowledge to their audience. First, they must be incredibly
speeches knowledgeable about the topic they are discussing. The topic can be incredibly specific and detailed, or it can be more of an abstract
thought, but the narrower the topic typically the better received the speech is. This is because the speech can be more robust,
comprehensive, and interesting. Speakers should be sure to practice their speech numerous times before the actual speech is given to the
desired audience. Persuasive speaking on the other hand requires a heavy level of focus into the audience, rather than necessarily the topic.
The key components of a persuasive speech are ethos or credibility, logos or logic, and pathos or emotion. Using all three of these
components effectively in their speech will greatly improve the speaker’s persuasive power.
https://www.comm.pitt.edu/persuasive-
speaking#:~:text=Consequently%2C%20persuasive%20speaking%20requires%20extra,can%20enhance%20their%20persuasive%20power.
https://courses.lumenlearning.com/boundless-communications/chapter/types-of-public-speeches/
proficiency in informative
and persuasive public
speaking
142. Student will show BUS 390 BUS 390 is the Junior passport class that is mandatory to take as a College of Business student. In this course we must learn how to
knowledge of planning and conduct interviews as the interviewer and interviewee. First, the interview format has to be determined. There are informational, behavioral,
conducting interviews (as and traditional interviews just to name a few. Based on the type and purpose of the interview, the questions should be carefully determined.
the interviewer) All interviewees should receive the same or similar line of questions to answer. The interviewer also m ust be ready to answer any questions
that the interviewee may have. In today’s climate due to the pandemic, it is also more important to determine the location or format of the
interview. An interview should also determine if the interviewee has the right skill set. The desired skill set, and personality should be
determined prior to the interview.
143. Student will describe BUS 390 BUS 390 is the Junior passport class that is mandatory to take as a College of Business student. In this course we must conduct interviews
personal examples of as the interviewer and interviewee. For this course we had to conduct an informational interview with a successful person in our potential
planning and conducting career path. For this interview it was crucial to fully prepare all aspects related to the interview. I had to determine what questions would fit
interviews (as the my purpose best, while getting the most relevant and important information possible. I also had to be prepared to answer ques tions about
interviewer) myself and my schooling that I could be asked by the interviewee.
144. Student will show BUS 390 BUS 390 is the Junior passport class that is mandatory to take as a College of Business student. In this course we have to learn how to
knowledge of preparing for conduct interviews as the interviewer and interviewee. When preparing for an interview it is important to research the company and the
and effective answers in individuals interviewing you. Practicing the answers to potential interview questions is also crucial. Studying the job description and potential
interviews (as the questions related to that is also a good practice. Using a friend or family member to practice interview you are also a practice to get positive
interviewee) feedback. Also plan out your attire for the interview the night before and make sure it is appropriate for the interview sett ing and role.
145. Student will describe BUS 390 BUS 390 is the Junior passport class that is mandatory to take as a College of Business student. In this course we must conduct interviews
personal examples of as the interviewer and interviewee. I have been the interviewee in many different interview formats ranging from traditional to more
preparing for and being informational. I have also done very well as an interviewee and not interviewed well at all. My main takeaways have been sure to thoroughly
interviewed research the company and what they do. As well as the role you are interviewing for or about and the people interviewing you. It is also
crucial to practice, practice, practice. Before big interviews, I typically run through some of the questions I am expecting with a friend or family
member and then continue to practice my responses in the mirror or through voice memos. I have found that the most two import ant things
for me are to be prepared for anything and to practice. This helps to ease my nerves and I come across as knowledgeable, prepared, and
confident.
knowledge of effective
collaboration / coalition
building (Sources:
Cilente/Komives et al;
NCBI; etc.)

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 Personal I have found myself in many leadership positions and have personally struggled with being accountable in a professional setting without
to maintain accountability in Research belittling myself. In order to overcome this, I researched different methods to hold myself accountable without diminishing m yself. The first is
leadership / member to be committed to the organization and people involved. I have to take my role seriously and build trust with other members of the
relationships organization. I have to maintain clear and open communication amongst everyone, on all levels within the organization. This way clear
objectives, results, and shortcomings can be talked about and we can all move forward and succeed together. This also helps t o focus
everyone on the same goals. I found it is important as a leader to accept when I do mess up or do something wrong, and not to take full
credit for the organization but to give credit where it is due. It is so important to the organizations members to keep things honest and open
with them. I have found they will trust a leader and want to put in more effort with them when leaders admit to failures and don’t accept credit
for all successes, they were not a key part of.
https://www.betterworks.com/magazine/accountability-in-leadership/
151. Student will describe Financial As President of the Financial Management Association, I have found that I have to hold myself the most accountable when things go wrong.
personal examples related Management As the leader of the group, I have accepted responsibility for the groups actions and therefore any failures fall on me. However, this does not
to maintaining Association mean I should receive all the accolades. The other members of my board work very hard to keep the club running as smoothly and efficiently
accountability as a leader as possible. Therefore, when we do get a pat on the back, I am sure to relay things to them or give their names for the acknowledgements.
For example, we are being recognized by the CFA Providence and I was asked to send a representative. Instead, I gave the names of my
entire board, and we will all be standing together receiving the acknowledgements. There were other situations where forms were not filled
out correctly or were missing from our club’s board. Instead of putting the blame on the board member I delegated that work t o, I instead I
took accountability and filled out the forms myself. I also made it my responsibility to turn them in and accept the reprimand rather than giving
it to them.
152. Student will describe ways Personal As a leader I wanted to be sure to build a positive and healthy relationship with the members of my team. These are the 7 dif ferent ways I did
to build relationships Research that. I started off by building a culture of listening within our entire group in all different directions. I think feeling heard and understood within
between leaders and a group dynamic is crucial. Developing emotional intelligence is also crucial. Having compassion and empathy for members of your group
members creates a healthier group dynamic as well. Using positive affirmations and praise is so important. It keeps the positive environment while also
motivating them to keep putting in their best effort. It is also important to understand that you are the leader. You have to delegate and make
sure people follow through with their objectives. You can not always be the best friend or gossip or pushover. Setting high expectations for
group members keeps them focused and determined to reach and surpass those standards. Asking your group questions that keep t hem
solution focused and intrigued professionally and personally is also incredibly important to keep the group energy high. Have group values
that are uniform across all involved individuals.
https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
153. Student will describe Financial As the first female president of the Financial Management Association, I felt the need to have a strong board behind me. I wanted to have a
personal examples of Management high energy, positive group dynamic, without being walked over. I kept empathy and compassion at the forefront of my mind with group
building relationships with Association members considering we all have incredibly busy and full schedules. I kept communication open between me and all of them through group
members as a leader chats and constant updates. I also gave them all my expectations of the group and everyone at the beginning of each semester. I found
using positive reinforcement was incredibly affective. I would thank them profusely or give them credit where credit is due t o keep their
attitudes positive and energetic as well toward the club and work they had to do.
154. Student will describe how
credibility applies to
leadership, as well as the
characteristics and skills of
a credible leader
building, maintaining, and
repairing his/her own
credibility as a leader
156. Student will describe ethical
standards in influence
influence applies to
leadership
158. Student will describe CSV 302 There are ten principles of effective mentoring. The first is the mentoring requires a trusting, confidential relationship based on mutual
principles of effective respect. Mentoring also involves a relationship that is close; however, it must be different from a friendship or parenting. This involves an
mentoring, as well as extremely large time commitment. It is crucial to have specific goals in mind related to the growth of the mentee. These goals should be
problems to the mentoring established between both parties and performances should be modeled which provides insights into mentee developments. This will give
relationship good feedback to complete performance assessments of the mentor and self-assessments of the mentee. This allows the mentee to show
progress and set higher, but obtainable goals. This also allows the mentee to continue independently once the mentorship relationship ends.
Mentors are expected to follow a servant leadership model, meaning that they must be comfortable providing value to the mentee without
any extrinsic value.
https://pcrest.com/LO/TI/mentors3.htm
159. Student will describe CSV 302 During CSV 302, and my year spent as a Resident Academic Mentor, I became a mentor to many first year students and in turn became a
personal examples of mentee to many more experienced students. With my residents, I was sure to create a safe environment for them to come to me with social
mentoring and being and academic struggles. However, I did find some difficulty at times being a mentor because clear goals were not established on either end
mentored of the relationship. Therefore, at times it felt as though we were going down a rabbit hole with no clear end ever in sight. As a mentee I have
found it to be extremely helpful and more goal setting has been involved. My mentors and I have set goals and expectations with each other
in order to keep the relationship moving forward in a productive manner.
160. Student will describe CSV 302 Personal The most important thing to remember as a peer leader is that you do not replace faculty or staff. Those relationships, interactions, and their
principles of effective peer Research level of expertise is still crucial for your peers to have alongside your experiences. As a peer leader you can provide different kinds of
leadership, as well as communication and experiences. There is typically a higher-level trust between peers and peer leaders. Peer collaboration can create an
problems to peer leadership environment that combines together trust, academic, emotional, and social support, that can be harder to find in a student to teacher type
relationship. Peer leaders should not act as a supervisor, evaluator, or judger of their peers. They should focus on being a guide, facilitator,
or safe space for their peers to go to. Peer leaders need constant and ongoing training because they are learning just as their peers are.
They should also have supervision and an outlet to a supervisor or professional. Peer leaders need support, educational, and emotional
training to help them be the best leaders they can. Peer leaders also should have clear expectations, responsibilities, and boundaries. They
need to have clear lines of where their job starts and where it stops in order to know what is required of them without over extending
themselves.
https://uge.charlotte.edu/peerleaderprinciplesandpractices
personal examples related
to be a peer leader and
being led by peers

Evidence #83

Evidence #84 – Group of volunteers from service trip to Africa that helped me start to have the conversation about privilege

Evidence #99

Evidence # 104


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LEADERSHIP

Name: Meghan Finley

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

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CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

▪ Leadership theory and

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(2019, January 30). CliftonStrengths Assessment Results.

Outcome Category: Leadership Theories

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URI Rotaract Club. (n.d.). Retrieved from https://www.facebook.com/urirotaract/

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Outcome Category: Critical Thinking

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Outcome Category: Interpersonal and Organizational Concepts & Skills

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