Leadership 1

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

Date Enrolled: September 2020
Date of Graduation: May 2024
OUCOMES DONE- FOR 290- 6,8,17, 19, 21, 23, 25, 27, 29, 31, 33, 37, 39, 86, 102, 109, 140, 142, 144, AND
152
FOR 415- 1,2,3,4,5,7,45,46,47,48, REVISED 86, 97,98,103,110,139,140,145,153,159
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership
Development (CSLD) at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the
written permission of the acting Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information
included)
 Center for Student Leadership Development Information
 Minor Information
 Developmental Model
ADVISING INFORMATION (students will include own documentation)

 Tracking Sheet / Advising Updates
 Syllabi of Minor Classes (Core and Electives)
 Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
 Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
 Targeted Classes
 Experiences
 Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
• Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the
implementation of learner-centered academic, experiential, and co-curricular programming.
• Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

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

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komives, Lucas, &
McMahon), and Servant Leadership (Greenleaf), the URI Center for Student Leadership Development values:
• Engaged and experiential learning through a constructivist approach
• Inclusion, Social Justice, and Civic Engagement
• Ethical and Value-based Leadership & Relationship Building
• Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES
At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each
student. We utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching
methods but ultimately include some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking
candidates with exceptional skills in the areas of interpersonal and group management, problem solving, critical thinking and effective communication. We can
help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least
12 of the credits must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor*
(*this does not apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The
Introductory class must be taken before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor
guarantee space in any required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: 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 MSL 101: Introduction to Military Leadership
COM 202: Public Speaking Organizations MSL 201: Leadership & Military History
COM 208: Argumentation and Debate CSV 302: URI Community Service MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 150: Introduction to Women’s Studies MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 310: Race, Class, Sexuality in Women’s Lives MSL 301: Leadership & Management
COM 250: Small Group Communication GWS 350: International Women’s Issues PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking HDF 190: First‐Year Leaders Inspired to Excellence PHL 212: Ethics
COM 308: Advanced Argumentation (FLITE) (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 290: Modern Leadership Issues (introductory course PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions option) PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 291: Rose Butler Browne Program Peer Mentoring SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory Program THE 221: Stage Management
COM 385: Communication and Social Influence HDF 412: Historical, Multi‐Ethnic, & Alternative THE 341: Theater Management
Leadership (capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
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
1. Know Yourself
Lead Others  Time management
 Strengths  Organization
 Weaknesses  Self care
 Values  Self discipline
P  Needs PROGRESS  Perseverance
R  Styles  Develop and maintain family,
interpersonal, and intimate relationships P
O o Learning
 Academic, social, personal goals and R
G o Teaching
objectives O
R o Personality
E o Membership
S o Leadership
S
1. Develop and Refine
Skills RE-EVALUATE
former stages
 Leadership theory and as you progress
practice
 Communication
 Group Development
 Inclusion
 Citizen Activist Skills
3. Broaden Your Perspectives…
Understand others
 Hierarchy of needs
 Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
PROGRESS commonalities
 Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the
classes list these outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the
assignments can serve as your evidence. Periodically, and not less than at the end of each semester, you should update your outcomes
progress. In the “additional experiences” column, name additional classes or experiences that contributed to you becoming
proficient in that outcome. As the semesters pass, you will think of things from recent semesters and semesters further in the past, or
people or jobs, etc. in your past that also influenced your progress on that outcome. Do not let that ambiguity upset you. Reflecting
on development is not a linear process, but it does help to reflect often. In the “descriptive notes” column, share insights about your
growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence that supports your
development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your
evidence to include in your Portfolio.
Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 415 Zumba campus rec In HDF 415 we discussed students going to class and not skipping. I always go even
minimized need for approval if people are like it is Friday let’s not go.I can do things by myself. I am impendent I
do not need to rely on someone for every little thing. I minimized a need for
approval from others by not looking for approval from others if I’m happy with
what I’m doing I don’t care what other people think.
For example, tangible example for each area is first academics, especially in the
target class of HDF 415 going to a professor for help even though peers think that is
weird and do not go themselves. I go to different things to try them out and see if I
like it. Freshmen year I went to Zumba classes every Sunday morning at Fascitelli
because I had a good time even though some of the people on my floor thought that
taking classes at the gym instead of doing your own workout routine was a weird
thing to do, yet I continued going and when my class schedule changed in the
spring semester, I even went on Friday afternoons as well.
Evidence- #1
2. Student will demonstrate personal, HDF 415 All college courses In HDF 415 we discussed the importance of staying on top of our selves so we can
organizational, and academic examples of give good for others and not spread ourselves too thin. Personal self-discipline is no
self-discipline
going on phone or getting distracted by other things when I am supposed to be
working on something especially a group project. I have an agenda where I write
down assignment and exam dates, as well as club meetings dates and times to make
sure I don’t miss anything. I plan out my day to stay academically self-disciplined,
in order to plan time to study and which things I will be studying during that class
time.
In my personal life I say organized in a similar way, I utilize to do lists to make sure
it is all happening, and nothing slips through the cracks. Organization is important
it helps everything go smoothly so I think the best example of general example of
organization I have is my dorm room it basically shows the same layout, of food in
one bin personal hygiene stuff in another so it makes it easy to find when I am
looking for it in a rush.
3. Student will demonstrate the ability to HDF 415 Lifeguarding In HDF 415, we discussed not letting your emotions get the best of you even when
manage emotions you are getting annoyed with a group or certain person in the group. I manage my
emotions by keeping a poker face in public as much as possible. If something goes
wrong like I get a text or email about something good or bad I try not to express it to
the people around me especially when you do not know how they will react. Wait
until in a privative space to react. If I am one the job lifeguarding, I will watch and
scan and keep a neutral face. You cannot have any pool goers thinking there is
danger, or someone is in trouble if you look surprised and or scared. Managing my
emotions on the stand helps to manage the emotions of the whole pool, because the
pool goers are constantly looking at lifeguard and checking in and you want them t
have a happy joyous experience and not feel like they are in danger even though
anything can happen in a moments notice.
Evidence -#3
4. Student will demonstrate knowledge of HDF 415 EGR 105 In HDF 415 and EGR 105 the topics of stress have arisen, in both we talked about
stress management methods how college and classes are stressful at times, and it is important to learn to manage
that. I learned some methods to manage stress. First let’s get into what stress is, you
bodies response to a challenge or demand. Some quick ways to manage stress are
guided imagery. It is like taking a short vacation in your mind, imaging your happy
place. Mediation can help short term but also bring long-term stress relief. Creating
art or taking a walk can also be helpful. For more long stress relief strategies eating
balanced diet and prioritizing exercise can be very beneficial. Exercise can be in the
form of going to the gym taking a class or even hiking or kayaking.
Scott,PhD, E. (2022, August 8). Stress Relief: 18 Highly Effective Strategies for Relieving
Stress. Verywell Mind. Retrieved from https://www.verywellmind.com/tips-to-
reduce-stress-3145195
5. Student will demonstrate the ability to GWS 150 Asynchronous Class During winter J-term of my sophomore year I took a J-term class GWS 150 and was
manage stress also working and it was very stressful. It was also stressful because it was a lot of
writing during short amounts of time. So to manage the stress of the class I would
wake up at a reasonable hour so I could wake up and chill a little bit before starting
the academic course work which seemed to never end until I went to bed. It was a
asynchronous class so not having a time dedicated to the class was challenging. I
also utilized by employment at a pool to exercise ever time before or after work by
either running on the track or taking a swim. By doing all that it became more
manageable to do the class work when it need seem as all consuming. I had a
schedule and things to look forward to so that was super helpful in getting through
that tough approximately three weeks.
6. Student will express a personal code of HDF 290 None What makes a good a leader leads to the ethics of a leader. Is a person who respects others, treats
leadership / membership ethics others well no matter who they are or their opinion of them. A leader with good ethics is honest and
fosters a honest community in the people that they are leading. Not suffocating opinions of others
allowing them to be honest as well. A ethical leader serves others. Ethical leaders also stand up for
justice and help create change.
Source conversation on what makes a good or bad leader in class
7. Student will demonstrate practice of the HDF 415 Greek Life I would say my personal code of ethics is honesty, respect, integrity, dedication, and
personal code of ethics perseverance. I am dedicated to everything I join. I show this by showing up and
caring when there. I have respect for myself and others. I demonstrate this by
treating others as I wish to be treated. Respecting everyone no matter what. I am
demonstrating honesty by being honest to professors when struggling on content. I
demonstrate integrity by not gossiping with others and following through on
promises I make. I demonstrate perseverance by keeping going even if it gets tough
Every day is a new day to preserver though or has a new assignment to tackle that
might be tough. Though joining Greek life, I also have to live by those ethics and
beliefs sisterhood, justice, and love. I demonstrate these things by talking to all
sisters and creating those bonds of sisterhood to the best of my ability. I demonstrat
justice by standing up for what I believe in and what the chapter believes in. I
demonstrate love by treating all sisters with love and being nice to all.
Evidence- #7
8. Student will express a personal values HDF 290 My daily life These are based on the VIA survey. The first one I got is fairness. I treat all people the same in all
statement (Sources = VIA, values School/ in class situations. Honesty is what I got. Second, I speak my honest option when asked and am truthful
clarification exercises, etc.) Always. Judgment I wait until getting to know someone or something to judge. Staying openminded till
have More information. As for prudence I dislike the mainstream Definitions that exist I relate more to i
as being cautious in a good Way and staying goal orientated. I use fairness by splitting things like the
last cookie with my sisters. Honesty I use my always telling the truth. Judgement by being openminded
in new situations and trying new things. Forgiveness by forgiving others. Prudence because I have a lo
of goals.
VIA. (2021). The VIA character strengths survey. Retrieved
from https://www.viacharacter.org/survey/surveys/finished/17118256?version=0909-1
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
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 290 My daily life I liked this survey better than the VIA one it is more accurate in my
Signature Themes, shadow side of School/in class opinion. Achiever, they work hard and possess a great deal of
Strengths and/or weaknesses, and Stamina. I am always trying to stay productive. A strength here is I can push myself to continue
examples of application (Source = Gallup) studying even after a long time in order to achieve the goal set. A weakness is that I have a hard time
not working hard and just relaxing. Deliberative
People are best described by the serious care they take in making decisions or choices. As well as
anticipating obstacles that can
occur. My strength has been deliberative is being able to make tough decisions. My weakness is that
when I decide it is final and not likely to change it. Learner, they have a great desire to learn and wan
to Continuously improve. It is about the journey and not always about the outcome. My strength is that
also want to continue learning and never want to stop. A weakness is if I do not know an answer to a
trivia question, I must learn it. Harmony is the want for no conflict but seeking agreement. Strength is I
like to help people achieve a compromise. Weakness is not liking seeing people arguing and wanting
to insert what I know to resolve the issue. Arranger can organize but they also have a flexibility That
complements this ability. It matters how you can do the best to
Maximize productivity or how to make something flow the best. Strength is It helps me stay productive
because I arrange by schedule for maximum focus and putting harder subjects or assignments when I
have the most energy and focus. A weakness is I do not like change from a set schedule hard to go
with the flow.
Gallup.(2021) Clifton Strengths Assessment. Retrieved From

https://www.strengthsquest.com/home/default.aspx
18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
19. Student will show knowledge of the HDF 290 None The theory of “Authority and Bureaucracy” was created in 1922 by Max Weber. It came to be because
“Authority and Bureaucracy” theory of he realized that while examine induvial action it relates to authority and large-scale structures of
leadership Weber authority and how they relate to a society’s economy. He developed a classification system of
authority. Authority is accepted power. His three types of authority are traditional, charismatic, and
legal-rational. Traditional is legitimized by long standing custom the style is historic personality. The
belief in traditions and the past way of doing something. An example is the Patriarchy. Charismatic is
based on a leader’s personal qualities, the character of a person. The leadership style is dynamic
personality. Some examples are Napoleon and Martin Luther King Jr. and Mother Teresa. Legal-
Rational is the authority in an office, not the person based on a set of laws in society. The leadership
style is bureaucratic officials, and some examples are the U.S. presidency and congress and the
Modern British Parliament. As a result of the development of communication and transportation
technologies a more efficient administration that treated all humans equally was requested by the
public. Bureaucracy is an organizational structure that is characterized by many rules, standardized
processes, procedures and requirements, number of desks, meticulous division of labor and
responsibility, clear hierarchies and professional, almost impersonal interactions between employees.
These are the six elements Max Weber came up with Task specialization/ division of labor, hierarchica
layers of authority, formal selection, rules and requirements, impersonality, and career orientation.
Used in life all aspects of life but mostly career and rules on how things work. Allowing management to
maintain control of workers, assessing and make changes when needed.
Lumen. (2021). Reading: Types of Authority. Retrieved from https://courses.lumenlearning.com/alamo

sociology/chapter/reading-types-of-authority/
Mulder, P. (2017). Bureaucratic Theory by Max Weber. Retrieved from
https://www.toolshero.com/management/bureaucratic-theory-weber/
20. Student will describe personal application

of the above theory (Weber)
21. Student will show knowledge of the HDF 290 None The “Scientific Management” theory of leadership was created in 1911 by Frederick Taylor. He came
“Scientific Management” theory of up with it because he wanted to transform management into a set of calculated and written techniques
leadership by Taylor It is the know as the work smarter not harder method of leadership. It is the theory that analyzes
workflow to improve economic efficiency, especially labor productivity. Taylor was a mechanical
engineer so his inspiration for the theory came from factories and mechanical shops where he
observed the workers and managers. Seeing that mangers knew little of what happened in the
workshops he knew it could be improved leading to the theory. There are four principles of the theory.
The first one is to look at a task and determine the one best way to do the job. This is a change from
the previous method where workers make up their own way to do the job. He wanted to find the most
efficient way of working. An example is he determined the most efficient shovel load was two and half
pounds. The second principle is similar, but it is not the task but person, it is hiring the right works for
each job and training them to work at maximum efficiency. Instead of the old way of letting the workers
train themselves. The third principle is to monitor work performance and provide instruction when
needed. Instead of just letting them be. The fourth principle is diving the work evenly between
management and regular workers so that management can plan, and train and workers can execute
the task. The workers will work harder knowing it is a fair split of tasks. It is used in factories and fast-
food restaurants. Can be used in all industries.
LumenWaymaker. (2021). Scientific Management Theory.
Retrieved from https://courses.lumenlearning.com/wm-introductiontobusiness/chapter/scientific-
management-theory/

of the above theory (Taylor)
23. Student will show knowledge of the HDF 290 None The “Management of Objectives” theory of leadership was created in 1954 by Peter Drucker, being firs
“Management by Objectives” theory of outlined in his book The Practice of Management. Management by objectives also know as MBO is a
leadership by Drucker strategic management model that’s goal is to improve the performance of an organization by clearly
defining objectives that are agreed to by both management and employees. The theory state that
having a say in goal setting and action plans encourage participation and commitment among
employees. Drucker did believe his tool would solve all the problems but was a tool to be utilized.
There are five steps to the theory of management of objectives. Step one is determine a set of
organizational objectives for the entire company. By either coming up with new ones or revising ones
that already exist and should be derived from the company’s mission statement and vision of where
they want the company to go. The next step is translating these organizational objectives to the
employees. Drucker created the acronym SMART for the objectives/goals. It stands for specific,
measurable, acceptable, realistic and time bound. Step three is monitoring the progress of the
participation the employees. Employees should be encouraged to help set their own objectives to help
archive these overarching company objectives. In doing this the employees will have greater
empowerment. Step four is evaluating the performance of the employees. In doing this it proves the
importance of the objectives being measurable for the employees and managers to determine how we
they are met. The final and fifth step in the process is reward performance. Including giving feedback.
Then it starts again it is a never-ending process with five steps. It is useful in business to see how the
company is performing as well as the employees. Another use could be a sports team, the
organizations objective winning the championship. The coaches (management) each set their own
goals and then tell the players to set their own goals. An example being able to run one hundred
meters in fifteen seconds. It is measurable and if achieved can help the team win.
Hayes, A. (2020). Management by Objectives (MBO). Retrieved from

https://www.investopedia.com/terms/m/management-by-objectives.asp
24. Student will de
scribe personal application of the above
theory (Drucker)
25. Student will show knowledge of “Theory X HDF 290 None The Theory X and Theory Y theory of leadership was created in 1960 by Douglas McGregor. Douglas
and Theory Y” theory of leadership by was a management professor at the Massachusetts Institute of Technology in the 1950’s and 1960’s.
MacGregor In 1960 he published a book called The Human Side of Enterprise, in it he proposed two theories
mangers perceive and address employee motivation. Each method assumes that the managers role is
to organize resources, including but not limited to people, to best benefit the company. Out of the two
theories neither is necessarily better. Theory X basically assumes that the primary source of employee
motivation is monetary, with security a strong second. Within this theory either a hard or soft approach
can be taken. There are some assumptions to take account when looking at this theory such as most
people do not like work and will avoid it when possible. Others are most people are not ambitious,
most people have little aptitude for solving organizational problems, motivation only occurs at the
physiological and security levels in Maslow’s hierarchy of needs, people are self-centered, resist
change, gullible and not ambitious. The hard approach being giving threats, micromanagement,
coercion, and tight controls. Can result in hostility. The soft approach is to be permissive and seek
harmony in hopes that employees will cooperate. Can result in a growing desire for greater reward in
exchange for diminished work output. This can be used by companies but it not necessarily the best
method to use to run a company. Theory Y under the following assumptions is an opportunity to align
personal goals with organization goals by using the employee’s own need for fulfillment as the
motivator. There is no soft approach here and the assumptions are work can be as natural as play if
the conditions are favorable, people will be self-directed and creative to meet their work and
organizational objectives if they are committed, people will be committed if rewards are in place that
address higher needs such as self-fulfillment, capacity for creativity spreads, people can handle
responsibility, and people will even seek responsibility. McGregor knows some people have not
reached a level of maturity high enough at first and might initially need tighter controls that can be
relaxed. If theory Y holds true organizations can apply these principles to improve employee motivation
decentralization and delegation, job enlargement, participative management, and performance
appraisals. This can be used in companies of any size but might be more able to be used effectively of
companies of a smaller size.
LumenWaymaker. (2021). Reading: McGregor’s Theory X and Theory Y. Retrieved from

https://courses.lumenlearning.com/wmintrobusiness/chapter/reading-douglas-mcgregors-theory-x-and-
theory-y-2/

of the above theory (MacGregor)
27. Student will show knowledge of the HDF 290 None The theory of servant leadership was first introduced in 1970 by Robert Greenleaf. He was researcher
“Servant Leadership” theory of leadership who was skeptical about traditional leadership styles that focus more on authoritarian relationships
by Greenleaf between employers and employees. Servant leadership is that a servant leader is servant first. It
begins with the natural feeling that one wants to serve. A servant leader puts the people ahead of the
power. Doing this by prioritizing the team’s growth and well-being. There are two components a leader
must fit into in order to be considered a servant leader a series or questions and the ten
characteristics. The questions being do those served grow as persons, do they while being served
become healthier, wiser, freer, more on anonymous more likely themselves to become servants and
what is the effect on the least privilege in society will they benefit or at least not be further deprived.
The ten characteristics are Listening, empathy, healing, awareness, persuasion, conceptualization,
foresight, stewardship, commitment to the growth of people, building community. An example of
servant leadership in action is a servant leader might question how their efforts uplift those who are
underrepresented or from lower economic standing before seeking to attain a position of control. Their
progression to a position of leadership comes after their commitment to service. A good example is in
the healthcare world by medical practitioners who work to benefit their patients.
Greenleaf, R. K. (1997). Servant leadership: A journey in the nature of legitimate power and greatness.
New York: Paulist
The Robert K. Greenleaf Center, Inc. (2008). Greenleaf center for servant leadership. Retrieved from
http://www.greenleaf.org/
Kenton, W. (2019). What is servant leadership? Retrieved from

https://www.investopedia.com/terms/s/servant-leadership.asp

of the above theory (Greenleaf)
29. Student will show knowledge of the HDF 290 None The Principle Centered Leadership theory of leadership was created by Stephen Covey in 1990.
“Principle Centered Leadership” theory by When a person decides, you can analyze what is behind them, leading to the persons center.
Covey influence. Centers of influence are forces that help to determine the way people act and think. The
center is often both the source of a person’s desire to bond with others and the desire to reject or shut-
down others with different values. Stephen says that trust or the lack of it is not the root of success or
failure in relationships, business, industry, education, or government. In practicing principle centered
leadership there are four levels, personal, interpersonal, managerial, and organizational. There are two
diagrams that depict Principle centered leadership the one the that is alternative life centers and the
other is alternative organizational centers and characteristics surround the centers. The alternative life
centers characteristics are money, possessions, work, pleasure, friendship, enemy, religion, self,
spouse, and family. The characteristics surrounding the alternative organizational centers are supplier,
employee, owner, customer, power, policy, competition, image, technology, and profit. Both have
arrows pointing different directions but same directions on both that say Security, guidance, wisdom,
and power. Principle centered leadership is when a leader does not give in to their own or others,
centers rather choose a path direction free of any center influence. Leaders should aim for this style.
They do not have the ability to have only one value system represented when,
molding and putting together a team of different personalities and backgrounds together. An example
of principle centered leadership in action is what a manager should hold off being instinctive in judging
things on only a small portion of the situation leading to preventing their own instinctive values to pre-
judge the situation. A good principal centered. leader will pull together different personalities to form
the best possible group.
Dougelmango. (2017). Principle Centered Leadership. Retrieved from

https://100stepsmission.com/2017/10/22/principle-centered-leadership/
of the above theory (Covey)
31. Student will show knowledge of the “14 HDF 290 None The 14 points/TQM theory of leadership was created by Dr. W. Edwards Deming. The principles are to
Points / TQM” theory of leadership by help managements improve the effectiveness of a business or organization. The principles were first
Deming seen in his book Out of the Crisis. The fourteen points are practices that should be followed. Point one
is to create consistency of purpose towards improvement of product and service, with the aim to
become competitive and to stay in business, and to provide jobs. Point two adopt the new philosophy.
We are in a new economic age. Western management must awaken to the challenge, must learn their
responsibilities, and take on leadership for change. Point three cease dependence on inspection to
achieve quality. Eliminate the need for inspection on a mass basis by building quality into the product
in the first place. Point four end the practice of awarding business on the basis of price tag. Instead,
minimize total cost. Move towards a single supplier for any one item, on a long-term relationship of
loyalty and trust. Point five improve constantly and forever the system of production and service, to
improve quality and productivity, and thus constantly decrease costs. Point six institute training on the
job. Point seven institute leadership. The aim of supervision should be to help people and machines
and gadgets to do a better job. Supervision of management is in need of overhaul, as well as
supervision of production workers. Point eight drive out fear, so that everyone may work effectively for
the company. Point nine breakdown barriers between departments. People in research, design, sales,
and production must work as a team, to foresee problems of production and in use that may be
encountered with the product or service. Point ten eliminate slogans, exhortations, and targets for the
work force asking for zero defects and new levels of productivity. Such exhortations only create
adversarial relations, as a bulk of the cause is of low quality and low productivity belong to the system
and thus lie beyond the power of the workforce. Point elven-part a eliminate work standards (quotas)
on the factory floor. Substitute leadership. Point elven-part b eliminate management by objective.
Eliminate management by numbers, numerical goals. Substitute leadership. Point twelve-part a
remove barriers that rob the hourly worker of his right to pride of workmanship. The responsibility of
supervisors must be changed from sheer numbers to quality. Point twelve-part b remove barriers that
rob people in management and in engineering of their right to pride of workmanship. This means, inter
alia, establishment of the annual or merit rating and of management by objective. Point thirteen
Institute a vigorous program education and self-improvement. Point fourteen put everybody in the
company to work to accomplish the transformation period the truth formation is everybody's job. This
can be used by any company to help eliminate the things mentioned in the point as well as making it a
better place to work overall. These fourteen points will improve things for both the management and
the workers themselves.
The Deming Institute. (2021). Dr. Deming’s 14 Points for Management. Retrieved from
https://deming.org/explore/fourteen-points/
of the above theory (Deming)
33. Student will show knowledge of the HDF 290 None The transformational leadership previously called visionary leadership was created by Sashkin and
“Visionary Leadership” (now often cited as Sashkin in 2003. Transformation leadership is an approach to leadership that relies on encouraging
“Transformational Leadership”) theory by and motivating followers to participate in molding successful future for an organization. It is used in
Sashkin politics, education, entertainment, finance, technology, and other industries. A transformational leader
should be able to enter a new environment an organization that is not doing well analyze what they see
and come up with a list of improvements immediately. Then help the organization sin defining or
redefining core values. Simply a transformational Is used to inspire employees to look ahead with a
focus on the greater good into function as a single unit with a common goal in mind. There are many
qualities to look for when determining if a leader is a transformational leader or a different type. These
Characteristics or visionary, team centric, engaging, inspiring, inclusive, emotionally intelligent, and
collaborative. In combination with the characteristics, they are charismatic, empathetic, and motivating
with strong ethical values. They put other their team before themselves and never think about their
power will benefit themselves. Transformation leaders should have the ability to understand people,
define each team members goals and aspirations, and bring everyone together. Transformational
leaders create a safe collaborative environment to allow the members of the organization feel like they
can freely share their own ideas. Examples of well-known transformation leaders are Nelson Mandela,
Abraham Lincoln, Richard Branson, Franklin Delano Roosevelt, and Mohammed Gandhi. Some
companies that have thrived under transformation leadership today are Apple, IMB, Microsoft,
Walmart, and Google. Any companies can easily put this leadership style in place but it most
beneficial to struggling companies that are currently under poor leadership.
DiFranza, A. (2019). Transformational Leadership: How To Inspire Innovation In The Workplace.

Retrieved from https://www.northeastern.edu/graduate/blog/transformational-leadership/

of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 290 None The 4 V’s theory of leadership was created by Bill Grace. As stated in the name there are four V words
the “4 V’s” theory of leadership by Grace as part of this leadership theory, they are value, vision, voice, and virtue. There are also three other
(Center for Ethical Leadership) words that make up this theory Service, polis, and renewal these words connect all the v’s except
virtue to form a triangle. Virtue being in the middle of the circle. Value the core of our identities. Vision
the ability to frame our actions in service to others within a real picture of what ought to be. Value and
vision identify and give the group purpose and direction, making them the most essential dimensions.
Voice our voice is the process that makes clear our vision to others in an authentic and convincing way
that animates and motivates them to action. The voice component brings a group its dynamic. In order
to be an effective leader, you must be able to give a voice to the values and vision. Virtue we become
what we practice. We foster virtue by practicing virtuous behavior. Striving to do what is right and good.
In this way we, we develop the character of virtue. Making virtue a blend of principle, sensitivity to
relationships, and commitment to the common good. Virtue is what differentiates successful leadership
from ethical leadership. Virtue distinguishes Gandhi from Hitler. Service Connect vision to values.
When our values are tested and tried through service to others, vision is often revealed. Polis connects
voice to vision. Polis is the Greek word for city and the root of the English word politics. As we learn to
give voice to our vision through public acts, we are engaged in politics. Renewal connects voice to
values. As we express her voice, we must continually consider if our actions are congruent with our
values and vision. This style of leadership can be used by anyone on any level from a a CEO to a
person only leading a small group project of three people. Due to the fact they are a good things to go
through life thinking about not necessarily a plan that generates better outcomes or effectiveness from
the leaders workers.
Center for leadership. (2021). Concepts and Philosophies. Retrieved from

https://www.ethicalleadership.org/concepts-and-philosophies.html

of the above theory (Grace)
39. Student will show knowledge of the HDF 290 None The situational leadership theory of leadership was created by Hersey and
“Situational Leadership” theory by Hersey Blanchard in 1969. This theory states that instead of using just one style, successful
& Blanchard leaders should change their leadership styles based on the maturity of the people
there leading and the details of the task. Using this theory, leaders should be able to
place more emphasis on the task, and emphasis on the relationships with the
people that are leading, depending on what's needed to get the job done
successfully. It also suggests that no one leadership style is the best. The most
successful type of leader ineffective type a leader is one that can look at the queues
of the environment given and adapt to the nature of the group and other factors to
determine the best type of leadership to use in this situation. Hershey and Blanchard
to just sit there for primary we're ship styles telling, selling, participating, delegating.
Telling is the style in which the leader tells people what to do and how to do it.
Selling is the style that involves a more back and forth between leaders and
followers. Leaders sell their ideas and message to get group members to buy into
the process. Participating in this is the approach where the leader offers less
direction and allows group members to take a more active role in coming up with
ideas and making decisions. The fourth type is delegating this style of leadership is
a more hands-off approach to leadership. Group members tend to make most of the
decisions and take mostly responsibility for what happens. Like the leadership styles
Hersey and Blanchard also identify four levels of maturity. Maturity community finds
as available knowledge and competence of the individuals or group. Maturity level
one group members lack the knowledge, skills, and willingness to complete the task.
Maturity level two group members are willing and enthusiastic but lack the ability.
Maturity Level three group members have the skills and capability to complete the
task but are unwilling to take responsibility. Maturity level four group members are
highly skilled and willing to complete the task. The maturity levels and styles match
up. The Hershey Blanchard model suggests that level one maturity matches up with
the telling style of leadership. Level two maturity matches up with the selling style of
leadership. Level three maturity matches up with the participating style of
leadership. Level four maturity matches up with the leadership style of delegating.
This can also be shown through the Bell curve graph of this theory of leadership.
Any sample of this style leadership could be a teacher who uses the directing or
telling smile of leadership to get kids to do the task because usually when you just
learn something you don't know how to do it yet, so you need to be given some
direction on how to do it. Another example is telling, and coaching style of
leadership Like a coach for a sports team they sell the sport, and the group
members are willing to do it but they don't have the ability, yet which is where the
coach comes in. Example for participating is a student council group; they usually let
the president take responsibility, but the group members are both willing and able to
complete all the tasks. An example of delegating style of leadership is when a prom
committee leader delegates tasks like venue or decorations and the members are all
willing to participate and there, they want to take responsibility for their work. This
style of leadership works well in many types of situations because the leader can
adapt it based on the group of people in front of them.
Cherry, K. (2020). The Situational Theory of Leadership. Retrieved from

https://www.verywellmind.com/what-is-the-situational-theory-of-leadership-2795321

of the above theory (Hersey & Blanchard)
“Relational Leadership” model by
Komives, McMahon & Lucas
of the above theory (Komives et al)
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of the HDF 415 None In HDF 415 we discussed the Experimental Learning Model published by David
Experiential Learning Model (Kolb) Kolb. It works on two different levels a four-stage cycle of learning and four
separate learning styles. The effective learning happens when a learner goes
through all four of the steps The learning cycle part is concrete experience, reflective
observation, abstract conceptualization, and active experimentation. Concrete
experience, having an experience. Reflective observation, observation and reflection
of that experience. Abstract conceptualization which is the formation of abstract
concepts and generalizations. Active experimentation the newly created concepts
are tested. Effective learning is seen when a person passes through the cycle of all
four stages. Kolb views learning as an integrated process with each stage being
mutually supportive. The learning style preference is a product of two pair of
variables, these are axis on the model. The east to west axis is the processing
continuum, how we approach a task. While the north to south axis is called the
perception continuum. Kolb believed that you can not perform both variables on a
single axis and that our learning style is a product of these two choice decisions. So,
on the cycle part concrete experience goes with feeling, reflective observation goes
with watching, abstract conceptualization goes with thinking, and active
experimentation goes with doing. One of the learning styles is accommodating,
hands on and relies on intuition rather than logic, feel and do or concrete experience
and active experimentation are the intersecting parts from the cycle part. Another
learning style is diverging, preferring to watch rather than do, tending to gather
information and using imagination to solve problems, feeling and watching or
concrete experience and reflective observation are the intersecting parts from the
cycle part. Another, learning style is converging, people with a converging style can
solve problems and will use their learning to find solutions to practical issues, they
like to experiment with new ideas, to simulate, and to work with practical
applications. The converging style is the combination of abstract conceptualization
and active experimentation or think and do. The last style is assimilating, preference
involves a concise, logical approach, people who utilize this approach are less
focused on people and more interested in ideas and abstract concepts.
McLeod, S. (2017). Kolb’s Learning Styles and Experiential Learning Cycle.

Retrieved from https://www.simplypsychology.org/learning-kolb.html
46. Student will describe personal application CHE 213 I went through this entire experimental learning cycle during a CHE 213 class
of the Experiential Learning Model (Kolb) thermodynamics 1 class this past semester. The concrete experience was the
lecturing about fugacity in class. Had the experience new first time learning about
the topic. The next stage is me reflecting on the content next stage is me trying to
figure out the homework on the topic which was me reflecting on the content
learned thinking about it and trying to conceptualize it. Not fully understanding
how to do it. I made some new ideas by reading the textbook and asking other
people. To create new ideas off of what I learned. I then moved to the final applied
and testing these new ideas to my homework by trying again. Then the cycle starts
again because it is never ending.
Evidence- #46
47. Student will show knowledge of the HDF 415 In HDF 415 we discussed the Social Change Model of Leadership Development,
“Social Change Model of Leadership coined by Astin et al. It was established in 1994. It was built on a few assumptions;
Development” by Astin et al leadership is concerned with effecting change on behalf of others and society,
leadership is collaborative, leadership is a process rather than a position, leadership
should be values based, all students are potential leaders, and service is a powerful
vehicle for developing students’ leadership skills. It can be based on seven
dimensions or values called the Seven C’s. The seven C’s are consciousness of
self(awareness of beliefs, values, attitudes, and emotions that motivate one to take
action), congruence (thinking, feeling, behaving with consistency, genuineness,
authenticity, and honesty), commitment (motivational energy to serve and that
drives the collective effort), collaboration(working with others in a common effort),
common purpose(working with shared aims and values), controversy with
civility(that differences in viewpoint are inevitable and that such difference in
viewpoint are inevitable), and citizenship(process whereby the individual and the
collaborative group become responsibly connected to the community and the
society through the leadership experience). The first three are individual values,
second three are group values, and societal/community values. Change is the
ultimate goal of the creative process of leadership, to make the world better world
and a better society for self and others.
Social Change Model of Leadership Development. (n.d.). Global Environmental

Leadership and Sustainability. Retrieved from
https://gels.ucsd.edu/hawaii/leadership.html
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a bs in crisis etter
world: Understanding thesocial change model of leadership development. San
Francisco: Jossey-Bass.
48. Student will describe personal application HPR 230G During this course we learned all about sustaining our shores and every week a
of the above theory (Astin et al) different speaker would come into the class and share their expertise and
knowledge on the topic. We learned about coast, the future of seafood, and plastic
and marine pollution. We learned about the UN Decade of Ocean Science for
Sustainable Development (2021-2030). After gaining all this background knowledge
we as a class wanted to make some changes on campus like the ones we were
hearing about people making, we first looked at our own values and thought about
what we wanted to see the change in and where we thought efforts could be made
on within the campus community, then split into smaller groups and worked
together with the common goal of wanting to flesh out ideas and we had really
heated debates about what was most important and what could be chopped as we
wanted our declaration that was to be presented to President Parlange to be clear,
concise, creative, and actionable. Then as a whole class we civilly debated yet again
and also noticed the common themes within the groups to help bring it together into
a final document. We all wanted to see a change on campus so we tried to come up
with things that are within budget and doable even though we first came out
swinging with big ideas that would have been really hard to pull off, we all truly
wanted to help the campus community through this common purpose.
Evidence-#48
49. Students will demonstrate knowledge of
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal application
of the above theory. (Komives et al)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Targe Additional Descriptive notes regarding learning and practice

t Experience
class s
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)
73 Student will
demonstrate
. knowledge of
the “Cycles of
Liberation”
(Harro) theory
and its uses in
leadership
74 Student will
demonstrate
. personal
application of
the “Cycles of
Liberation”
(Harro)
75 Student will
demonstrate
. knowledge of
the
“Configuration
of Power”
(Franklin) and
its relationship
to leadership
76 Student will
demonstrate
. personal
application of
the
“Configuration
of Power”
(Franklin)
77 Student will
demonstrate
. knowledge of
racial identity
development
(Cross &
Fhagen-
Smith; Rowe,
Bennett &
Atkinson;
Ferdman &
Gallegos; Kim;
Horse; Renn
etc.)
78 Student will
demonstrate
. personal
application of
model(s) of
racial identity
development
above
79 Student will
demonstrate
. knowledge of
models
related to
gender /
identity /
gender
identity
development
(Lev; Bussey;
Bussey &
Bandura;
Bilodeau;
Gilligan;
Belenky et al;
etc.)
80 Student will
demonstrate
. personal
application of
model(s) of
gender
identity above
81 Student will
demonstrate
. knowledge of
additional
social identity
development
model(s):
Sexual ID,
Faith &
Spirituality,
Disability,
Social Class
(Dillon et al;
Fowler; Parks;
Astin et al;
Peek; Smith;
Johnstone;
Gibson;
Forber-Pratt &
Aragon; etc.)
82 Student will
demonstrate
personal
application of
additional
social identity
development
model(s)
above
83 Students will
demonstrate
. knowledge of
McIntosh’s
theory of
privilege and
its relationship
to leadership
84 Student will
demonstrate
. personal
application of
McIntosh’s
theory
85 Student will
describe the
. differences
and
similarities of
individual and
institutional
oppression
and
relationships
to leadership
(Source =
Three
Dimensional
Matrix of
Oppression)
86 Student will HDF 290 None The age discrimination in employment act was enacted in 1967 and it protects people 40 an above from discrimination in age. It protects them during Hiring,
demonstrate promotion, discharge, compensation, or terms, conditions or privileges of employment. The act is enforced by the Equal Employment Opportunity Commission.
knowledge of Disparate impact and disparate treatment are two different things. Disparate treatment is an intentional and direct form of discrimination. For example, the
relevant laws GWS difference in pay scales for men and women. The spirit treatment is someone feels that they are hit with this they have to prove that the employer intentionally
and policies 150 treated them differently due to their membership of protected group such as race, gender, sexuality. Disparate impact is unintentional and indirect discrimination
related to basically when any act in the workplace, hiring, promotion among others that can unevenly affect members of a group that are protected. When a practice appears
issues of to be fair, but disproportionality only impacts some people and not others. An example being the hiring practice looking at background and credit checks, which
equity and its unintentionally screens out minorities. Protected classes or a protected group Is a category by which people qualified for special protection by law, policy, or simila
relationship to authority. In 1960 Congress started realizing that they needed to promote equality. With the Civil rights act of 1964 Prohibiting discrimination on the basis of race,
leadership color, religion, sex, or national origin. It was later expanded to prohibit discrimination based on disability, veteran status, genetic information, and citizenship. A
(i.e., Title IX, hostile work environment exists when one's behavior within a workplace creates an environment that is difficult or uncomfortable for another person to work in, due
Affirmative to discrimination. For violation to impose a liability, the conduct must create a work environment that would be intimidating, hostile or offensive to a reasonable
Action, person. Affirmative action was first used by John F Kennedy in 1961. It is a set of policies and practices within a government or organization seeking to increase
Protected the representation of groups this can include gender, race, sexuality, creed, or nationality. Section 503 of the Rehabilitation Act of 1973 made it illegal for federal
Classes, etc.) contractors and subcontractors to discriminate against people with disabilities. Furthermore, it required these employers to use affirmative action to recruit, hire,
and promote people with disabilities and only applies to contracts that exceed $10,000. The Veterans Readjustment act of 1974 was aimed to provide assistance
for returning Vietnam Veterans to prevent them from employment discrimination. It prohibits federal contractors and subcontractors from discriminating in
employment against protected veterans. it requires employers to take affirmative action to recruit, hire, promote, and retain these individuals. Title 9 was part of the
education amendments of 1972. In addition to prohibiting discrimination against students and educational institutions due to sex, it also prohibits discrimination
against employees due to sex. It protects you from workplace harassment if you retaliated against after making a workplace complaint.
Source class discussion and jam board

My citation for the one I researched and presented to the class.
U.S. Department of Labor. (2021). Age Discrimination. Retrieved from https://www.dol.gov/general/topic/discrimination/agedisc#:~:text=The%20Age
%20Discrimination%20in%20Employment,conditions%20or%20privileges%20of%20employment.
We discussed title IX in GWS 150. We learned about the title IX of the Education Amendments of 1972. It prohibits sex (including
pregnancy, sexual orientation, and gender identity) discrimination in any education program or activity receiving federal financial
assistance. The title IX regulation states that “except for provided elsewhere in this part, no person shall, on the basis of sex, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination under any academic, extracurricular,
research, occupational training, or other education program or activity operated by a recipient which receives ... Federal financial
assistance ....”. The University of Rhode Island to ensure compliance with Title IX and other federal and state civil rights laws, the
University’s Title IX coordinator and deputy coordinators are charged with monitoring compliance. The University of Rhode Island
does not tolerate sex discrimination, sexual violence of any kind. There is a list of Title IX coordinates. We also talked about the URi-
STANDer group on campus to help prevent and be educated about sexual violence. I have heard presentations from them in person
through Greek 101 and when they came to our chapter to discuss topic under this umbrella of topics.
Evidence- #86
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
91 Student will
demonstrate
. knowledge of
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 HDF Leadership In HDF 415 we discussed having a personal code of inclusive leadership. My personal code of inclusive leadership was built through
create a 415 Institute my last year’s leadership institute experience and my time as DPiE member. I got to learn about a lot of different people last time and
. personal code
hear their stories. In DPhiE after chapter we have diversity dialogs, we talked about different topic to get exposure, get educated, and
of inclusive
leadership DPhiE be able to share our opinions. We would have a passage to read and then we would come in and discuss it. The inequality that is
seen needs to be stopped on many levels. I believe that it is important to start with inclusive leadership from the start as college migh
be some peoples first encounter with it. I know I can be even more inclusive by challenging and breaking down stereotypes. Using
the right pronouns and educating myself and others on our privileges.
The statement
Being a peer leader and being around other peer leaders an mentors helps you to learn to be a better leader everyone is different and
you need to be able to make everyone feel comfortable. At URI one thing is in common everyone is a URI student but from there on
everyone is different, but still everyone deserves to be treated fairly, with kindness, and respect. I want everyone in any group I am a
part to feel respected regardless of any part of their identity. Depending on where you are from this could be your first taste of an
inclusive environment and you want to make sure it actually is. So it is necessary to create an environment in which everyone is
comfortable and feels safe here in the small groups we have but on the campus as a whole and can take those values with them all
around campus everywhere they go from sports, theater, to Greek life. So that is what I try to do by using inclusive language and
telling them the importance of being inclusive.
Evidence-#97
Outcom
e
Categor
y:
Critical
Thinkin
g
98. Student will show knowledge of principles GWS 150 In GWS 150 we had to used critical thinking to think about different topics such as
of critical thinking and fallacies (logic is gender in comedy and gender in sports. We had to think critically in every
used in this minor)
discussion post. I especially had to think critically about the movie the karate kid.
There are eleven principles of critical thinking. Which were created in 1994 by
Professor Larry Larson at Ohio State University. They are understanding and
defining all terms, gathering the most complete information, questioning the source
of facts, questioning the ways and methods by which the facts were gathered or
derived, looking for hidden assumptions and biases, understanding your own
biases and values, using thought stopping techniques, questioning conclusions
based on the available information, never expecting all of the answers, examining
the big picture, and examining multiple causes and effect. There are also many
types of fallacies. There are different types of fallacies. Such as bad reasons fallacy
(Argumentum ad Logicam), this one is about the conclusion is assumed to be bad
because the arguments are bad. The next one is the masked man fallacy (Intentional
Fallacy) the masked man fallacy involves a substitution of parties. If the two things
we substitute are identical, then the argument is valid. It is not necessarily always
true. Say you say a blonde women opened the door and Hailey is blonde you can
assume Hailey opened the door. Not necessarily true it could have been Hannah.
The fallacy of quantitative logic. The fallacies of quantitative logic revolve around
the grammatical structure of the proposition.
Course Hero. (n.d.). Retrieved from

https://www.coursehero.com/study-guides/publicspeaking/chapter-6-formal-
fallacies/
“11 Principles Of Critical Thinking .” Eggcellent Work, 18 July 2022,

eggcellentwork.com/principles-of-critical-thinking/.
Evidence- #98
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five HDF 290 Daily life One way of solving a problem is taking a vote. If a group is divided between two ways of doing
decision making methods Group projects Something the group can vote to determine a fair winner. I had to do this in a physics class when
. We had to decide the order to present our findings, so we voted on it. Smaller
Problems can be solved using a coin flip. An example of this is whether to eat ice cream or a cookie
For dessert. Another way to problem solve is to make a pro and cons list and the things with less
Cons and more pros. Say you had to decide what college to go to you can make a pros and cons list
Based on what you think is a pro or con for the school. To solve a problem that you do not know
A correct answer to people can use the trial-and-error method. If you need to make the best paper
Airplane the problem is trying to figure it out. You can fold and refold the airplane until you find the
method that makes it go the farthest. If the problem is a group problem such as what should we do
Tonight, you can do a ranking. You can create a list of items like watch a movie or go on a walk or go
Out to eat. Then have everyone rank them and drop the item that ranks the worst in total and then
Rank again until there is only one option left.
MeetingSift. (2021) Five useful methods for group
decision making. Retrieved from http://meetingsift.com/5-useful-methods-for-group-decision-making/
Changeboard team. (2021) 16 different decision making techniques to improve business outcomes.
Retrieved from
https://www.changeboard.com/article-details/16961/16-different-decision-making-techniques-to-
improve-business-outcomes/
103 Student will describe personal examples of HPR 230G ASB RI Trip In ASB RI trip we used the technique of brainstorming as a group to come up with
having used five decision making methods Dorm Living group fundraising ideas to come up with options to raise money for the trip. We all
.
E-board voting through ideas out on the table and debated them occurring and the necessary
logistics. We through out ideas we have seen on campus and everyone stated their
opinions freely. The DELPHI technique individuals come up with their own ideas
and questionnaires, and one person makes the final decision. The RA of my floor
would send out google forms to be filled out by all the floor members anonymously
about what programs we wanted. Then the RA would make final decisions based
on what was most popular. In the HPR 230G class we had multi-voting decision-
making to decide what would go into the declaration. We multi-voting by taking
the vast amount of ideas we came up with and slowly knocking out different items
in each round. My friends and I used to flip a coin to decide which restaurant in the
emporium. If heads caliente if tails subway. All organizations on campus that I
know we used the single vote system. Such as Society of Women engineers we use
a single vote system in person. All active members write down the name of who
they want based on the speeches they told. Then whoever has the popular vote for
that position is who the go too.
5 Group Decision Making Techniques. (2022, July 27). Retrieved from

https://www.organizationalpsychologydegrees.com/lists/5-group-decision-making-
techniques/
Evidence-#103
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
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.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category:
Interpersonal and
Organizational
Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF 290 None Active listening is the process by which an individual secures information from another individual or
active listening techniques group. Key aspects are paying attention to the conversation not interrupting and taking time to
. understand what the speaker is saying. Other techniques that are a part of active listening are building
trust, establishing rapport, demonstrating concern, paraphrasing to show understanding, use nonverbal
cues such as eye contact and nodding, verbal affirmations, asking open ended and specific questions,
and waiting to disclose your opinion and similar experiences to show understanding. The active
element is taking steps to drive details that might not be shared otherwise. It is important to never
interrupt and at the end of the conversation summarize and observe body language to give them an
extra level of understanding. Active listen is a helpful way to help you truly understand what people are
saying. An example of where to use active listening is at a job interview. It helps to show That you were
interested in an organization challenges and successes, and ready to help them problem solve work
issues. I used it during college interviews to help build a positive relationship with the interviewer. It is
also usable when talking to a professor and having them reexplain the topics. I have done this while
talking to my physics professor to make sure he knows I am still engaged in what he is talking about.
Doyle, A. (2020). Important Active Listening Skills and Techniques. Retrieved from
https://www.thebalancecareers.com/active-listening-skills-with-examples-2059684
110 Student will describe examples of using CHE 232 Swim Instruction Active listening can be shown in many different ways from different sides. I can be
active listening skills actively listening as a student especially in my CHE 232 class where the professor is
.
constantly looking into the crowd for feedback. So I make sure to nod my head and
answer questions thrown to class in general or when he calls on me specifically. I
also try to answer his questions to the best of my ability giving the professor eye
contact and asking questions back to him when I’m confused. I always make sure to
read his body langue when talking, like when pointing or giving facial expressions
that might prove if the content is super important or supposed to be easy. In the lab
part of the course if you do not ask a specific question about the content or lab he
will expect you know which can lead to bad things occurring like on of the groups
in my lab burning themselves by touching 800 degree Fahrenheit Beryllium Copper
alloy metal coupon because they touched it before it was cooled enough to bring to
the hardness tester. On the other side of things as a swim instructor I actively listen
to what a student is telling me. If they seem confused about a skill I listen closely
and nod along while they talk about it so they know I’m understanding what they
are telling me. I ask specific questions on what they are confused about. I will also
give them a good job or a let’s try that again to prove to them that yes, I did
understand what they said and how to fix it. When they say something like how you
learned I’ll give then a tiny story to show a similar experience of understanding. I
give them thumbs up and expect thumbs up back so I know they are actively
listening to me back.
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
facilitation techniques
.
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
framing based on psychology and its use in
. group facilitation
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
. of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Student will show knowledge of group roles
and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
membership skills in use
.
138 Student will show knowledge of the HDF 415 In HDF 415 we discussed this theory a lot as this theory helps peer leaders to
Challenge and Support theory by Sanford, educate and help let people grow. This theory is especially important for college
. and its relationship to organizations
students. The theory was created in 1967 by Sanford. This foundational theory will
certainly inform the way people can help lead and mentor people.
The challenges occur in situations for which a person does not have the skills,
knowledge, or attitude to cope (for example academic, social, psychological).
Keeping the theory in mind that these challenges are a necessary and usually
unavoidable part of the college experience, student affairs professionals should not
seek to eliminate them, but to support students through these challenges. The
diagram can go across is the level of challenge and the level of the support goes up.
Disengagement is the bottom left and lowest level is low optimism, low
determination, and lack of progress. The next square to the right but no more up is
retreat apprehension, unproductive stress. Going up one is stagnation, which is
tedious, unproductive stress-free, and taking it easy. Next right on the top next to
stagnation is maximum growth which is continuum of learning, innovation,
renewal, and development and growth.
“Academic Advising Resources.” Sites DOT MIIS,

sites.miis.edu/academicadvisingresources/theories/sanford-challenge-support/.
139 Student will describe personal examples of HDF 415 Swim lessons In HDF 415 we discussed that different people under different circumstances need
using the theory of Challenge and Support different levels of challenge and support. I taught a lot of private swim lessons
. (Sanford)
during my time off college and they are a perfect example of the challenge and
support. Some kids like the water so much that they are stagnation because instead
of listening to what is going on and taking on the challenge. The best one is when
they come in determined to swim with the right amount of support from me and
their parents. They fast track to maximum growth not meaning they walk out of the
pool with the immediate ability to float or anything but they are not scared and
willing to learn. The worst is when there is such a high challenge like getting in the
water when they do not want to and you have to coax them in the water with toys. I
had a student that would not put their face in the water and had tons of support but
when mom left the deck and looked away they put there face in the water a little bit.
Over time the kids loosen up and eventually get to the stage of maximum growth
when they are supported and yet feel challenged.
140 Student will show knowledge of the HDF 290 None Informative speeches provided knowledge. Informative speeches use descriptions, demonstrations,
construction / elements of informative and vivid detail, and definitions to explain a subject person, or place the audience wants to understand.
. persuasive speeches They make a complex topic easy to understand. An important piece to remember is not to use pathos
while giving this type of speech. Within the speech the audience needs to have all the details so they
can make an educated decision or learn something. There are Four types of informative speeches
such as definition, explanatory, descriptive, and demonstrative. Definition being a speech that explains
a concept or theory regarding a topic. Speeches in schools are usually definition, such as in a biology
class informing the class how DNA works. Explanatory is a speech that explains the state of the topic.
An example of explanatory is the type of speeches given at industry conferences; they usually include
visuals. Demonstrative is a speech that describes how to perform an action. The demonstrative speech
is a how-to speech, explaining a step by step on how to something like how to ride a bike or tie a shoe.
Descriptive is a speech that helps speaker create an actor’s mental picture in the mind the audience
regarding a specific person, place, or thing. A descriptive speech creates a very vivid image in ones
mind such as a person who discovered a new temple in South America to inform the person about their
recent discoveries. I have used this in class many types, I even had to write a how to essay on how to
swim and then present it to the class.
Persuasive speeches are aimed at changing a persons or groups attitude or behavior. Persuasive
speeches use equals, pathos, and logos. They use all the appeals, but ethos is the most important
appeal in a persuasive speech. Pathos and logos when combined together form a the best possible
argument. Many factors such as body language, the willingness of the audience, in the environment in
which the speech is given all affect the success of a speech. analysis is important in a specific speech
because the audience must be convinced for their own reasons not for the speaker’s reasons. A good
example of a persuasive speech is a sales pitch. As during a sales pitch, the presenter is trying to
convince the audience to buy the product or service.
LumenCandela. (2021). Introduction to informative speaking. Retrieved from

https://courses.lumenlearning.com/boundless-communications/chapter/introduction-to-informative-
speaking/
LumenCandela. (2021). Introduction to Persuasive Speaking. Retrieved from

https://courses.lumenlearning.com/boundless-communications/chapter/introduction-to-persuasive-
speaking/
141 Student will demonstrate proficiency in

informative and persuasive public speaking
.
142 Student will show knowledge of planning HDF 290 None There are many things that go into planning a goof interview. Select a format for your interview. Such
and conducting interviews (as the as using a selection panel, group interview, or telephone or phone interview. Selection panel, being do
. interviewer) you want to add a line manager, a co-worker, or senior member of the organization. Group interviews,
when you want to interview a large pool of applicants or when you have limited time. Telephone or
phone interviews can be used as a screening stage or a economical way to whittle down a large pool of
applicants. Now it is time to choose questions. As the interviewer you must start by identifying and
making sure they have the skills, experience, and qualities required. Some examples of simple
questions are tell me about yourself or what would you do in your first month on the job. It is good to
use open ended questions. Make all the questions relevant to the job. During the interviews be
consistent with all the candidates and be ready to answer the applicant’s questions. Also plan for the
interview to be in a professional location. Some important characteristics are understanding the hiring
need, researching the candidate, continue and make a free flowing conversation, ask the right
questions at the right time, be a body langue expert, accurate notetaker, sells the job, fair, kind, and
provides closure.
BrightHR. (2021). How to plan an Interview employees aren’t the only ones who should come
prepared.
Retrieved from https://www.brighthr.com/articles/hiring/interviews/the-best-approach-to-planning-
interviews/
Zojceska, A. (2018). Top 10 characteristics every good interviewer has. Retrieved from
https://www.talentlyft.com/en/blog/article/218/top-10-characteristics-every-good-interviewer-has

planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing HDF 290 None There are many things to make sure you do before going to a job interview. The interviewee should
for and effective answers in interviews (as thoroughly research the company before the interview. The interviewee also needs to research the
. the interviewee) interviewer. Making sure you know what the job description is. Make a list of the skills, knowledge, and
professional and personal qualities that are required by the employer and needed to be successful in
the job. Match your assets and strengths to the job requirements. With this make sure you have an
example to tell for all the assets and strengths that you mention in the interview. Practice answering
common questions you could be asked. Not only to calm your nerves but also to make sure you say
your best possible answer. Get your interview clothes ready early. Even going as far as having a
determined interview outfit also prepared, including makeup and accessories. This outfit should be
professional and dress accordingly in business attire that adheres to common company guidelines.
Decide what to do with your hair, as the interview is the companies first impression of you. Make sure
you prepare all the things you need to bring to a job interview. Such as your resume, lists of references
and questions, something to write on and with. Keep in mind there are also things not to bring to a job
interview cellphone, coffee, or gum. During the interview watch your body language, a firm handshake,
make eye contact, pay attention, be attentive and, look interested. During the issue listen and ask
questions. Follow up after the interview with a thankyou note.
Doyle,A. (2020). How to prepare for a job interview. Retrieved from

https://www.thebalancecareers.com/how-to-prepare-for-a-job-interview-2061361
145 Student will describe personal examples of HDF 415 Career advisor, SWE, Orientation In HDF 415 we discussed resumes and how they differ from major to major.
preparing for and being interviewed Interviews Updating a resume is an essential part of preparing for an interview.
.
There are many different types of when I prepared to be interview. I went to the
Society of Women Engineers Conference (SWE) and the American Institute of
Chemical Engineers conference (AICHE) this past fall. There were a lot of mini-
interviews that occurred here. I updated my resume. In order to go in prepared I
printed out many copies of my resume for companies. I made sure to pick out and
wear nice professional outfits. I researched companies and graduate schools that
were going to be there it is hard to know for sure the full list of who’s going to be
there, but I did my best to know some information about the ones the piqued my
interest most. I did not write any questions down to ask, but I mentally prepared a
list of questions to ask companies and some different questions for the graduate
schools. An example of a company questions is what does a typical day look like on
the job? One for graduate schools are what areas of research do you specialize in?
How the interview worked was you go into the big room, stand in line, they call
next you hand them your resume and they start asking you questions based on your
resume and then more based on your answers. A specific one I remember is talking
to whirlpool. I was talking to the initial interviewer and then based on my answers
they moved me to a different one that could better answer my questions. Overall, I
just answered all their questions to the best of my ability.
Orientation leader interview process was different to prepare for but there were still
some similarities. I got professional outfits together. I thought about the kinds of
questions they will ask. The prepping was different because round 1 was group
interview style while round 2 was one on four. So, to prepare for the first day I just
came in ready to work with everyone. We traveled as a crew to the different spaces
and got a different type of interview. One was picking a question or activity from a
bowl and answer it. The next was a series of agree, disagree, or neutral questions.
Then we also did a group collaboration activity on making a better memorial union.
I made it through that round to the next round. This round I went in prepared to
talk about myself. I fielded questions they asked and answered them all thoroughly
with the best answer I could come up with possible. They even made me sing a song
as a interview question.
Evidence- #145
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
151 Student will describe personal examples
. related to maintaining accountability as a
leader
152 Student will describe ways to build HDF 290 None There are many ways to build relationships between leaders and members. One way is to build a
relationships between leaders and culture of listening. This includes being an active listener, giving the person you are talking to your full
. members attention, minimizing distractions comma reflecting back motions comma and checking your
understanding by asking questions. A leader can also use listening to connect and build relationships
with members by running meetings ensuring that everyone has a voice and feels listening to. It will
allow the members to feel comfortable sharing their own ideas. Another way is to recognize emotion in
others. In order to do this the leader has to recognize emotions in others. Recognizing another
person’s emotional state that will allow a leader to demonstrate empathy. A leader can give the other
members of the group praise, but only when it is authentic. It should be specific and constructive. Be a
leader, not every one’s best friend. To do this behave in a way that inspires trust and confidence. Set
high expectations for the team in terms of the outcome and in terms of behavior and culture. You must
ask questions in order to build a relationship. It helps you as a leader both personally and
professionally. A question, coaching style of a leader will also allow others to be more solutions
focused. The questions help keep the questions clear. An important one is developing shared values.
Especially when the group comes together and creates the values together.
Ritchie, S. (2021). 7 ways to build great relationships with your team. Retrieved from
https://beleaderly.com/7-ways-to-build-great-relationships-with-your-team/
153 Student will describe personal examples of HDF 415 SWE E-Board In HDF 415 we discussed during class how the 190 peer leaders were building
building relationships with members as a relationships with their mentees. How they students were texting late at night about
. leader
assignments a not so good relationship with the peer leader. The students who came
to class, did their assignments and were getting a lot out of having a HDF 190 leader
they had good relations with their peer leaders.
As a member of the SWE (Society of Women Engineers) E-board this past year I
built relationships with general members of the club. I created strong relationships
with freshmen in the fall that sat at the table I constantly sit at with a few friends
that attended the meetings at that time and answered their questions about URI in
general, the different types of engineering, things about the dining hall and basically
anything they needed to know. One of them got a job at the Gertz café in the
Engineering Building which I went to frequently this past year. So, every time I was
there, I would check in and say hi and we would talk for a bit. I saw some of the
others in dining halls and would talk in line getting food to expand relationship
outside of just seeing each other at club meetings. Some of them were in my math
class last semester and we would chat in there before class started about the course.
Then when meetings came around it was a better environment, they felt like they
knew more people there due to the relationships I had built with them.
Evidence- #153
154 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of HDF 415 Women In Engineering Peer In HDF 415 we discussed everyone in the classes mentoring relationships that were
mentoring and being mentored Mentor Program currently occurring for HDF 190. We talked about the ups and downs. Personally, I
.
was a mentee in the Women in Engineering Peer Mentor Program my freshmen
year. It was really helpful to have a mentor who was a year older and knew about
the professors, classes, and clubs on campus. At the time she was a RA in Merrow
Hall, and I was in Tucker Hall, so she was close by, and we were able to eat at the
dining hall together about once a month to catch up.
Then the following year I was a a mentor in the program and going to be peer
mentor this upcoming year. I had two mentees one of them was a very text only
conversation, but I still encouraged her to join organizations and then she
transferred schools after transferring dorms, but I did all I could to be supportive.
My other mentee was also having some early transition issues that I helped, I
introduced her to American Institute of Chemical Engineers, Society of Women
Engineers, I even encouraged her to join research. I saw her at club meetings and
around campus and always asked how she is and if she needed anything.
Evidence- #159
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

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Leadership 1

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LEADERSHIP

Name: Emily Molino

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR ELECTIVES-9 credits

Outcome Category: Self-Leadership

Gallup.(2021) Clifton Strengths Assessment. Retrieved From

Outcome Category: Leadership Theories

Lumen. (2021). Reading: Types of Authority. Retrieved from https://courses.lumenlearning.com/alamo

20. Student will describe personal application

22. Student will describe personal application

Hayes, A. (2020). Management by Objectives (MBO). Retrieved from

LumenWaymaker. (2021). Reading: McGregor’s Theory X and Theory Y. Retrieved from

26. Student will describe personal application

Kenton, W. (2019). What is servant leadership? Retrieved from

28. Student will describe personal application

Dougelmango. (2017). Principle Centered Leadership. Retrieved from

DiFranza, A. (2019). Transformational Leadership: How To Inspire Innovation In The Workplace.

34. Student will describe personal application

Center for leadership. (2021). Concepts and Philosophies. Retrieved from

38. Student will describe personal application

Cherry, K. (2020). The Situational Theory of Leadership. Retrieved from

40. Student will describe personal application

McLeod, S. (2017). Kolb’s Learning Styles and Experiential Learning Cycle.

Social Change Model of Leadership Development. (n.d.). Global Environmental

Outcome Targe Additional Descriptive notes regarding learning and practice

Source class discussion and jam board

Course Hero. (n.d.). Retrieved from

“11 Principles Of Critical Thinking .” Eggcellent Work, 18 July 2022,

5 Group Decision Making Techniques. (2022, July 27). Retrieved from

“Academic Advising Resources.” Sites DOT MIIS,

LumenCandela. (2021). Introduction to informative speaking. Retrieved from

LumenCandela. (2021). Introduction to Persuasive Speaking. Retrieved from

141 Student will demonstrate proficiency in

143 Student will describe personal examples of

Doyle,A. (2020). How to prepare for a job interview. Retrieved from

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