LEADERSHIP

DEVELOPMENT
Outcomes & Evidence
Progress Inventory*

MINOR IN LEADERSHIP STUDIES

Center for Student Leadership Development
Memorial Union
University of Rhode Island

Name: Julia Williams

Date Enrolled:
Date of Graduation: 2026

*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:

1. 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.
2. Engage in research, assessment, and advancement in order to positively impact the expanding field
of leadership studies.

CSLD Vision Statement

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

CSLD Values Statement

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute),
Relational Leadership Model (Komives, Lucas, & McMahon), and Servant Leadership (Greenleaf), the URI Center
for Student Leadership Development values:

3. Engaged and experiential learning through a constructivist approach

4. Inclusion, Social Justice, and Civic Engagement
5. Ethical and Value-based Leadership & Relationship Building
6. Innovative Assessment and Presentation Models

MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offer a Minor in Leadership
Studies and one that is customized for each student. We utilize a cross-disciplinary approach to leadership education
designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately
include some form of experiential learning, practical application, and reflective learning. Employers, now more than
ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem
solving, critical thinking and effective communication. We can help with all 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- 10 Credits

Required Class options Notes
Element

Introductor HDF 190: FLITE Only offered in spring for first-year students
y Course or
3 credits 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
3 credits or 120 hours of documented internship experience for graded
Experience through Office of Experiential credit
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 Offered only in the fall with preference given to seniors
3 credits Leadership
or
Offered in the spring and summer with Dr. Leatham
COM 402: Leadership & Motivation
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

HDF 492: Leadership Minor Portfolio

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
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation
(capstone option)
BUS 443: Organizational Design &
Change
BUS 448: International Dimensions of
Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of
Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the
Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social
Influence
BECOMING A POSITIVE LEADER THROUGH
DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
COM 402: Leadership and Motivation
(capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal
Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational
Communication
COM 461/462: Managing Cultural
Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Women’s
Studies
GWS 310: Race, Class, Sexuality in
Women’s Lives
GWS 350: International Women’s Issues
HDF 190: First‐Year Leaders Inspired to
Excellence (FLITE) (introductory
course option)
HDF 290: Modern Leadership Issues
(introductory course option)
HDF 291: Rose Butler Browne Program
Peer Mentoring Program
HDF 412: Historical, Multi‐Ethnic, &
Alternative Leadership (capstone
option)
HDF 413: Student Organization
Leadership Consulting2
HDF 414: Leadership for Activism and
Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech
Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone
option)
MSL 101: Introduction to Military
Leadership
MSL 201: Leadership & Military
History
MSL 201: Military Skills and History of
Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport ‐
Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public
Administration
PSC 369: Legislative Process and Public
Policy
PSC 504: Ethics in Public
Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by
Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor target
has different outcomes; all 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 your evidence to include in your
Portfolio.

Outcome Category: Self-Leadership

Outcome Target Additional Descriptive notes regarding learning and
class Experiences practice

1. Student will
demonstrate
autonomy and a
 minimized need for
approval

2. Student will Double Highschool/varsity In high school I was always ahead of my work and was
demonstrate major sports constantly performing at my best. My goal from
personal, lifestyle transitioning from high school to college was to keep that
organizational, and mindset and to continue these helpful habits. In order for
academic examples me to keep up with that I have to stay well organized. I've
of self-discipline been accomplishing this by keeping a detailed agenda and
having a spreadsheet along with many reminding apps of
assignment due dates, extracurricular activities, set times
to study, and set times to focus on a healthy lifestyle. A
recent example of this would be a few days before a
chemistry exam, I first start out with cleaning up my work
area, getting small assignments done and out of the way
so I have more time to study, then I start to go through my
notes, class slides, and class videos to create the perfect
exam study guide. After I create the study guide, I set
aside to give myself a break, I’ll either start something
new or give myself a period of social time. Later on, or
the next day I will start to study the study guide a little
more, highlight, go over practice problems, and read out
loud/listen to past lectures. I will do this until the exam
day where I will look over it one last time before taking
the exam. On my last chemistry exam, I got a B. So safe
to say that this technique works really well for me, and all
the hard work pays off.

3. Student will Double D1 Rowing When people are under stress it is not uncommon for
demonstrate the Stem those individuals to outwardly express their emotions for
ability to manage major simple things. For example, we have all seen our parents
emotions after hosting a long family party, then us kids come over
hyped on sugar so late at night and they just snap. I have
had one of those moments recently... more currently.
There is so much on my plate with final exams, final
assignments, final group projects, and I still have to attend
all these classes, find time to eat and take care of myself,
along with going to sleep for over 5 hours. There is more
on my plate than I anticipated, and at first, I was
struggling to contain my emotions and figure things out. I
was I had to take a few steps back and even though I
didn’t want to I had to communicate with those around
me. I had to explain to my roommate, my friends, my
partner, and my family why I was being so harsh and
snappy, then I had to apologize. I thought they would be
upset with my recent behavior but instead they were all so
understanding and supportive, which helped me so much.
I was able to come back from those conversations feeling
accomplished that I did something right and I was able to
continue my work and be kind and gentler to the people
around me.

4. Student will CHM 101 BIO 130 According to studies conducted by the Anxiety and
demonstrate and 102 Depression Association of America, 80% of college
knowledge of stress students frequently experience stress daily. Out of that
management 80%, 44.9% of students have persistent above average
methods stress levels. As we all are aware, this has physical,
emotional, and mental tolls on everyone. Luckily there are
ways to manage and cope with this stress. Though it is
always advised to seek extra help if it is not giving the
 results that you need. There are many ways you can start
to feel better. First with your physical health. You cannot
grow mentally if you are physically behind. Catch up on
sleep, keep up with nutrition and hydration, stay active
and practice self-care. If you knock out these few steps,
you can move onto these next few steps. Create
connections, one cannot simply heal without support, and
no one should ever be alone. Practice positive thinking,
you need to be able to let yourself grow, be proud of how
far you have made it. Start journalling, writing out your
wishes, pains, regrets, and more will help you not be so
overwhelmed with the emotions you are feeling. Lastly to
top the cake, work on time management, make sure to
close off some time throughout the day where you can
check in with yourself and give yourself the healing time
you deserve. Stay organized, you never want to sink back
down into the stress you are feeling so create lists, so you
can see what you must do and prioritize them. In the end
stress affects everyone differently and we all have our
own experiences and cope differently but we all must
remember that we do so much, and it is important to take
some time and take care of ourselves.

https://timely.md/blog/stress-management-tips-for-
college-students/

5. Student will Yoga Youth Church I was always reminded that the transition from high
demonstrate the classes programs school to college was going to be a shock and be difficult,
ability to manage but since I was “so mature” for my age I was reassured
stress that I would be okay. For some extra context I was the go
getter and do everything type of person, coming here I
thought it was going to be the same. In my first semester
of college, I picked up another major, joined the D1
Varsity Crew Team at URI, joined the swimming club,
signed up to be recruited into the Coast Guard Reserves,
and applied to be a URI 101 mentor along with a UTA for
Biology labs. I was so sure I would be able to complete all
of this while still holding a high GPA. I did it, though I
started to see that I lost interest in it, I lost connections
with my friends, my relationship was put on a strain, and I
was only doing thing to get them over with. When I
moved back home over winter break, I noticed that I
wasn’t being myself at all. I was stressed and, on a path,
straight to burn out, yet every time someone tried to talk
to me about it, I took it as a personal attack thinking that
they thought I couldn’t do it. When I finally sat down with
the people I cared most about, they brought up their
concerns and said that they were worried about me. All I
wanted to do was to make them proud. I now see that I
was overwhelming myself with tasks and I was not taking
proper care of myself, mentally, physically, or
emotionally. Over that break my family and boyfriend sat
down with me, and we picked out a few things to let go
for now and a few things that I really loved. In the end I
resigned from the swim club, D1 crew, and became a URI
101 mentor. Clearing out these extra activities opened my
schedule so much, for people to come back into my life
and to put more time and effort into what I really wanted
 to do. When I was confronted with stress it took me a
while, but I have to force myself to take a step back, look
at the problem, consult my closest family members, and
prioritize my activities. Now I feel much happier, I'm
taking better care of myself, and I have started to keep
physical activity high in my life along with attending
weekly yoga sessions with my friends.

6. Student will HDF 190 Girl scouts/ Within this class we asked the question of “what is
express a personal WOVOS/ ethics” and I was thinking to myself about how I would
code of leadership / Leadership institute define ethics. In my simplest words and my best
membership ethics understanding with myself, ethics is the rightest thing to
do. Though the best way to describe it according to
Psychology Today Staff ethics can be defined as “the
moral code that guides a person’s choices and behaviors
throughout their life.” My ethics would be comprised of
always doing the right thing for the majority of the group.
This can be anywhere, anything, and everyone. Though I
normally don’t put myself into that group because my
opinion on things being discussed isn’t as important as the
majority of people it would be affecting. I believe this way
of thinking plays heavily into my type of leadership
because I always want everyone to get to voice their
opinions and I will do anything I can to assure them that
their wishes, their wants and their needs will be met,
granted, and taken care of. The people who support me are
my greatest gift and I want to do anything to keep them,
even if it was for an entire group of people I've never met
in my life before I still would want the best outcome for
them.

https://www.psychologytoday.com/us/basics/ethics-and-
morality

7. Student will
demonstrate
practice of the
personal code of
ethics

8. Student will HDF 190 Girl scouts/ In class we are currently talking about our strengths that
express a personal WOVOS will help us learn and understand how we best lead. After
values statement taking the quick test, the results from the VIA have told
(Sources = VIA, me that my top 5 strengths are appreciation of beauty and
values clarification excellence, love, social intelligence, prudence, and
exercises, etc.) honesty. I do feel like this captures me very well and I
understand how my personality matches. My personal
value statements goes along the rough lines of
appreciating everyone not for just who they are but what
they do, what they show, what they give. I believe that if
you motivate others by appreciating and verbally
empowering them it will not only benefit them, but the
people around the individual. I will upkeep my values by
supporting the people around me even if I know them well
or not at all.

https://www.viacharacter.org/surveys/finished/26031641

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 BIO 102 BIO 101 Being a double stem major is incredibly hard, especially
describe goals and and CHM if they are both small majors. When there is a class
objective 101 available, I must take it or else I won't get the chance
statements again. This puts a lot of stress on me, and I feel it is
regarding personal starting to take a physical, mental, and emotional toll on
issues, career my body. Though I know it will be worth it in the end. My
issues, and first goal is to join the coast guard (attending bootcamp in
community issues the summer of 2024) and then become a marine science
technician and go into search and rescue. I want to be able
to help with removing marine animals from dangerous
environments and be able to look for better and safer
solutions to situations they might be in. My second goal is
to graduate in 2026 with both my majors and a leadership
minor. My final goal is to be successful and happy, by
being in my dream job and having supportive and loving
people in my life.

https://www.usgs.gov/programs/cmhrp

12. Student will show

evidence of goals
and objectives that
were planned and
achieved

13. Student will show Stem Highschool In the beginning of the HDF 190 class, we briefly went
knowledge of the major over Abraham Maslow’s theory of “Hierarchy of Needs”.
“Hierarchy of This theory was presented in his paper titled “A Theory of
Needs” theory by Human Motivation” that was published in 1943. It was
Maslow noted that “American psychologist Abraham Maslow
theorized that human decision-making is undergirded by a
hierarchy of psychological needs... Maslow proposed that
five core needs form the basis for human behavioral
motivation.” (MasterClass). These 5 core needs are listed
in an ordered triangle with the base of Physiological
needs, then safety needs, love and belonging needs,
esteem needs, and topping it off with the need of self-
actualization. Back at the base with psychological needs,
this covers the basic human survival needs. For example,
food, water, rest, clothing, and shelter. Once someone has
these, they are able to move up to the second level
meeting their safety needs. This means they are protected
from violence from other people and things. If this is not
met, they cannot progress to the third level. Which covers
the human need of love and belonging. This relates back
to social interaction and includes friends and family.
Humans need to have a sense of belonging or they will not
be successful in life. Any type of relationship is
acceptable to go beyond this stage. After completing the
 love and belonging need you move up to the fourth need
of self-esteem needs. This includes having self-respect,
dignity, confidence, and independence. These are
important for humans to function outside of their
relational bonds with others. Topping of the triangle of the
Hierarchy of Needs theory humans must have the ability
to self-actualize. This involves having the desired
education, desired talents, and desired friends. Having all
of these fulfilled creates the healthiest, liveliest, and
satisfying lifestyle.

https://www.masterclass.com/articles/a-guide-to-the-5-
levels-of-maslows-hierarchy-of-needs

14. Student will show As my freshman year of college ends, and after learning
application of about Maslow's theory of the “Hierarchy of Needs” in
Maslow’s theory to HDF 190, I have realized that I have had to adapt to
own life college exactly in that order. As a refresher the 5 core
needs are listed in an ordered triangle with the base of
physiological needs, then safety needs, love and belonging
needs, esteem needs, and topping it off with the need of
self-actualization. Before coming to the University of
Rhode Island we settled my first basic needs, also called
physiological needs. This is when my family and I paid
for the dorm and food plan, ensuring that I would have a
place to stay and eat. After that I accomplished the second
level, securing my safety. This was done with the URI
police driving around and the blue emergency lights
located all around campus. The third level is love and
belonging. This was given to me through my major and
my roommate. My roommate and I immediately became
very close and my major placed me into a large
community of people who loved the same things I did.
The fourth level is esteem needs. This was brought to me
through accomplishing work and receiving good grades
withing the constant nagging of my family. I was proving
to myself that I am independent, and I can do hard things.
Lastly, at the tip of the triangle, there is self-actualization.
This is still in the process but can be shown by acquiring
all the desired classes for next semester. Achieving the
best lifestyle for me will always be something to work on
but as of right now I believe I am very satisfied. Through
this new college experience, I have found how the
Maslow’s Theory of “Hierarchy of Needs” fits into my
personal life.

15. Student will show

knowledge of the
theory of Super
leadership by Manz
& Sims

16. Student will show

application of Manz
& Sim’s theory to
own life
17. Student will HDF 190 Leadership After taking the Gallup test my top 5 results were
describe Strengths Institute Discipline, Futuristic, Empathy, Strategic, and
Quest Signature Consistency. As one would think they are all really great
Themes, shadow characteristics let along strengths to have. Having
side of Strengths discipline as my number one shocked me at first but
and/or weaknesses, noticing how I structured my week out the day before
and examples of really shows how I fit in with this strength. I also see it
application (Source come to play with group work in my WRT 104 class.
= Gallup) Dealing with due dates, organizing group documents and
creating charts with assets. With my futuristic mindset I
am always looking ahead, thinking on the bright side and
creating this vision for myself. Though this does end up
harming me. If plans don’t go the way I imagined, or if
they don’t come true due to a small setback. It feels as if it
is no longer a possibility, no longer a future I am able to
have. This has held me back in many ways, but I am
trying to transform the negative into the positive. Having
empathy as a strength also is incredibly helpful with
working with people. I am able to feel if there is
something off in the room or within a group of people that
I am teaming up with. This also assists me in solving any
issue and getting everyone the equal time to speak and
share their thoughts and feelings around the group project.
This is like my strength with being strategic. I love the
fact that I am able to plan my life down to the second
along with group projects. The self-management I have is
impressive even to me some days. Though when I fall
behind or something takes longer than it should to
complete, I end up feeling helpless, stressed, angry with
myself, and sometimes they result in me taking it out on
the people who are closest to me. Finally having a strength
in consistency helps others and I fall into a healthy, happy,
and successful routine in classes or studying daily.
Though if I am thrown off by a sudden change it does
stress me out, I am always able to bounce back. For these
reasons, I’m thankful for knowing my strengths but it has
also shown me what I need to work on.

https://www.strengthsquest.com/home/default.aspx

18. Students will HDF HDF 190, Over the course of HDF 190 we have learned about many
describe personal 413!!! Leadership institute leadership style theories and taken tests to determine our
leadership style strengths. Now that we are towards the end of this class, I
and/or personality have a much better idea of the type of leader I am and
style including what my strengths are. I believe that I am 100% a servant
strengths and leader. As a refresher a servant leader as someone who
weaknesses and focuses on the needs of others before themselves, and it is
examples of shown through 10 different leadership styles. These styles
application in no specific order are; Listening, Empathy, Healing,
(Sources = Awareness, Persuasion, Conceptualization, Foresight,
Leadership style Stewardship, Commitment to the growth of people and
inventories, the Building community. These just happen to overlap with
L.P.I., Type Focus my VIA results. The VIA have told me that my top 5
(MBTI), LAMP, strengths are appreciation of beauty and excellence, love,
DISC, and other social intelligence, prudence, and honesty. I do feel like
career inventories, this captures me very well and I understand how my
etc.) personality matches and overlaps very well with the
servant leadership qualities. Besides the obvious ‘empath’
 overlap I also feel that listening is a strong trait of mine. I
love listening to what people have to say, I am interested
in learning more about people. Though I have noticed that
leads into me becoming a sense of support for them and
someone they can go to for advice. Which I am more than
happy to do so. Though one side effect of this is that my
honesty might get in the way of what they need to hear.
As a servant leader I have to stay in my place and support
them from the side without hurting their progress but
when I often step over that thin line, I am no longer
someone they immediately go too. Though this hurts I
know that it is just a normal reaction and something that
was bound to happen.

https://www.viacharacter.org/surveys/finished/26031641

Outcome Category: Leadership Theories

Outcome Target Additional Descriptive notes regarding learning and
class Experiences practice

19. Student will show

knowledge of the
“Authority and
Bureaucracy”
theory of leadership
Weber

20. Students will

describe the
personal application
of the above theory
(Weber).

21. Student will show

knowledge of the
“Scientific
Management”
theory of leadership
by Taylor

22. Student will

describe personal
application of the
above theory
(Taylor)

23. Student will show

knowledge of the
“Management by
Objectives” theory
of leadership by
Drucker

24. Student will

describe personal
application of the
 above theory
(Drucker)

25. Student will show

knowledge of
“Theory X and
Theory Y” theory
of leadership by
MacGregor

26. Student will

describe personal
application of the
above theory
(MacGregor)

27. Student will show HDF 190 Leadership During this time in class, I have learned and connected
knowledge of the Institute, with the servant as the leader theory. Which was coined
“Servant community service by Robert Greenleaf in 1970. We defined a servant leader
Leadership” theory within girl scouts as someone who focuses on the needs of others before
of leadership by and church groups. themselves, and it is shown through 10 different
Greenleaf leadership styles. These styles in no specific order are;
Listening, Empathy, Healing, Awareness, Persuasion,
Conceptualization, Foresight, Stewardship, Commitment
to the growth of people and Building community. As a
servant leader who listens do you understand more of
what they are not saying plus what they are saying. You
have to look between the lines and see the real meaning.
As a servant leader who has empathy you are feeling and
confirming what the others are feeling. Understanding
their perspectives and their background and helping them
merge with the rest of the group. As a servant leader with
a specialty in healing, you're connecting to the wholeness
of a person or a group and supporting them in any means
possible. Making sure that they are going down the right
path at all times in the group and being able to keep up.
As a servant leader who is self-aware you are able to look
back and reflect on yourself as a leader and think about
what you can change or do more of to help the people
around you and become the best leader you can. As a
servant leader who specializes in persuasion, you don’t
take the leadership position out of power, but you subtly
suggest ideas and actions towards people who end up
working together and go to you for guidance. This is hard
to do without taking advantage of others or damaging
relationships so you must be careful and make sure
everything you are doing is for the best. As a servant
leader who is great at conceptualization, you are great at
seeing the end goal, the benefits, and the bigger picture.
This is helpful to motivate others and make it seem that
the work is possible. As a servant leader who has a talent
in foresight, you are helping everyone become aware of
the near future whether good or bad. Bringing awareness
to others in the group. As a servant leader in stewardship,
you're great at taking the responsibility for the group and
holding people accountable for their jobs. Feeling
responsible for everyone in your team and setting the
accepted standards. As a servant leader who is committed
to the growth of others, you tend to focus more on the
individuals working on the project more than the project.
Making a healthy balance for the people you are leading
to work on themselves, and their group project. Lastly as a
servant leader who focuses on building a community. You
are building relationships and bonds in the workplace that
 end up motivating others to do more in their own life and
in the group. This is beneficial for everyone because if
there is no sense of belonging or connection in the group
then it becomes a job.

https://www.mindtools.com/ad648ub/servant-leadership

28. Student will HDF 190 Leadership In class we gave speeches based upon the Servant
describe personal Institute, Leadership theory by Robert Greenleaf (1970). In that
application of the community service speech we talked about how we could apply this servant
above theory within girl scouts leadership to our major(s), our careers, and people in our
(Greenleaf) and church groups. life. A quick review, a servant leader is someone who puts
others before themselves. I am a double major in Marine
Biology and Aquaculture and Fisheries. These majors
have a wide variety of careers but the one I’m working
towards is in the United States Coast Guard marine
science technician. In this job it involves a lot of
teamwork. I will have to work alongside people in
stressful situations that have components that are out of
everyone's control. We will have to listen and help each
other in order to overcome the problems. This will be a
great connection with the servant leadership theory
because it involves the servant strengths of listening,
awareness, and stewardship. I also related to my
grandfather's style of servant leadership which is also
listening. He has a strong bond with everyone in his life,
and it has paid off as a result in close friends and
relationships with his family. Growing up around him
inspired me to create that type of relationship with the
people around me as well.

https://uscga.edu/academics/majors/mes/

29. Student will show

knowledge of the
“Principle Centered
Leadership” theory
by Covey

30. Student will

describe personal
application of the
above theory
(Covey)

31. Student will show

knowledge of the
“14 Points / TQM”
theory of leadership
by Deming

32. Student will

describe personal
application of the
above theory
(Deming)

33. Student will show

knowledge of the
“Visionary
Leadership” (now
 often cited as
“Transformational
Leadership”) theory
by Sashkin

34. Student will

describe personal
application of the
above theory
(Sashkin)

35. Student will show

knowledge of the
“Individuals in
Organizations”
leadership theory
by Argyris

36. Student will

describe personal
application of the
above theory
(Argyris)

37. Students will Swim HDF 190 In HDF 190 we started to learn about the 4-V model
demonstrate camps, created by Dr. Bill Grace in 1991. This leadership model
knowledge of the “4 group was based on Ethical Leadership and was noted that, “this
V’s” theory of work model of ethical leadership development is grounded in
leadership by Grace within theories of moral development, human development,
(Center for Ethical stem leadership development, and community development.”
Leadership) majors (www.ethicalleadership). The 4-V's ethical leadership
theory had 4 simple components. In no specific order they
were voice, vision, values, and virtues. The first one listed
was voice, this involves expressing your ethics. Voicing
your ethics will gradually start to collect people around
you and you will find that you all have similar ethical
ideas. Next up comes vision, you must visualize what you
need to do or what you need to change but you also have
to help others see it as well. After that comes values,
giving the group the motivation for the right reason. To
make a better change in the world. Finally, there is virtues,
this is the actual representation you give off and show the
world and the people you are leading what it should be
like. A blend of all the components together showing them
your ethical ways of leadership.

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

https://culcdinao.wordpress.com/2017/07/29/ethical-
leadership/

38. Student will

describe personal
application of the
above theory
(Grace)
39. Student will show
knowledge of the
“Situational
Leadership” theory
by Hersey &
Blanchard

40. Student will

describe personal
application of the
above theory
(Hersey &
Blanchard)

41. Student will show HDF 190 Leadership The Relational Leadership model by Komives, McMahon
knowledge of the Institute/ group and Lucas has three basic principles and five different
“Relational projects components. Though this doesn't seem like much it covers
Leadership” model a vast range of how people lead. Starting off with the three
by Komives, basic principles, they are knowing, being, and doing.
McMahon & Lucas These are mostly for you to know before you start to lead.
You must know yourself, you must be open, and you must
act in a responsible manner. Nobody wants a confused
leader who doesn't know what to do, say, or even know
what type of leader and person they are. After people
figure out who they are within those three principles, then
you can expand to the five components of being a
relational leader. They are inclusive, empowering,
purposeful, ethical, and process orientated. Let's break it
down one by one, starting with inclusive. To be inclusive
as a leader you must know that there are different realities
for different people, along with different backgrounds and
cultures. Not everyone has had the same experience you
have had. You must realize that fairness and equality is
important for everyone to feel and receive so to
accomplish that you must listen. After inclusive comes
empowering, to be an empowering leader you must inspire
and push the ones you are leading. This boosts their self-
esteem and makes them want to be part of the movement
and want to do more. To empower others, you must know
that everyone has something to give towards the goal, but
to realize that you have to become open and vulnerable, so
they feel like they are an important part of the group.
After impowering there is purposeful. To be a purposeful
leader you have to create an individual goal or reason to
be on the movement. This includes everyone you are
working with. In order to accomplish this, you must have
a hopeful and positive attitude while going over the roles
and parts of the movement. This makes the end goal seem
easy and mean something to the people you are leading.
After purposeful comes ethical. To be an ethical leader
you have to already have good values and standards. It
makes it easier when the people you are leading have
similar values as well. You will have to prove this to
everyone by making accepted decisions and holding a
high behavioral standard for yourself and others. You can
do through leading example with being trusting,
confident, and sharing your values and goals. After ethical
comes process orientated. A Relational Leader who is
process oriented keeps the group on the time playing field,
keeping them motivated, helping them reach their goal.
 This includes the leader to make the movement feel like a
community, because the process is just as important as the
outcome. You can accomplish this by working
collaboratively and learning to give and receive feedback.
Once you alone figure out who you are, what you want to
be, and become that person, that is when you can be the
best relational leader.

https://medicine.arizona.edu/sites/default/files/relational_l
eadership_model.pdf

42. Student will HDF 190 Girl Unfortunately, I have experienced someone who was not
describe personal Scouts/Leadership well rehearsed in this Relational Leadership theory. I had
application of the Institute a girl scout leader when I was much younger who missed
above theory very single ones of these principles and components. She
(Komives et al) was not inclusive unless it were her own kids, she was not
empowering unless it was for her own kids, nothing she
did had a clear purpose or reason, unless it was for herself
or her kids, she was not ethical. I don’t think she had any
real values, and she was not process oriented. There were
many days where she would belittle us, call us names, and
just act so childish to literal children. Though when our
mothers were around, she was all sweet, but we knew her
real intent. Eventually she and her kids were kicked out of
the troop, but it wasn’t until one camping trip that she
really stepped over a line. Over a memorial weekend
sleep-a-way it started to rain really hard that night, but we
were all positioned on lifted platforms, so it wasn’t too
bad. The next morning everyone comes out except that
family. Everyone looks for them but eventually stops
because their car was gone too, and the parents assumed
they went to quickly get something from the main log
cabin. Hours later they finally came back, and the girls
started to tell us that they had sneaked out last night to
escape the rain, so they stayed in a nearby hotel. This
quickly reached the parents' ears, and they were not
happy. They said that it was unfair for her girls to get
special treatment and to get a camping badge when the
rest of the troop actually camped and didn’t cheat their
way around. Huge accusations started and things got very
out of control. That leader and her kids were then kicked
out of the campsite, and we finished our last day and a
half without them. In this situation she wasn’t inclusive
because she gave special treatment to her own children
instead of her whole troop, she wasn’t empowering
because all she did was belittle people. My troop leader
wasn’t purposeful because she did that out of vanity for
herself, she was not ethical because she was selfish and
didn’t think of the greater good. Lastly, she was not
process orientated because she only consulted herself and
made it seem like she was always in the right because she
had some power. In this situation I think she could've
changed her inclusivity way more; she is not only in
charge of her daughters but the entirety of the troop. She
did not do well as a leader because she did not lead
people, treat them fairly, or listen to anyone but herself.
 https://allactivity.com/blog/relational-leadership-model-

guide/.

43. Student will show

knowledge of the
concept of
constructivism

44. Students will

describe personal
examples of
implementing
constructivism

45. Student will

demonstrate
knowledge of the
Experiential
Learning Model
(Kolb)

46. Student will

describe personal
application of the
Experiential
Learning Model
(Kolb)

47. Student will show

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

48. Student will

describe personal
application of the
above theory (Astin
et al)

49. Students will HDF 190 Leadership Institue In this model called “Leadership Identity Development”
demonstrate by Komives et al, we are learning about in class there are
knowledge of the six stages to identifying leadership. They go in the order
“Leadership of awareness, exploration and engagement, leader
Identity identification, leadership differentiated, generativity, and
Development lastly integration and synthesis. Breaking this down
Model” by further we start with stage one, awareness. This begins in
Komives et al early childhood years; young kids will start to see that
leaders come from somewhere. This can be from parents,
teachers, friends, or anyone they look up to and is their
role model. Stage two is exploration and engagement; this
is when the young children start to interact with their
leaders/ role models they became aware of in stage one.
They will also find their “people” in this stage because the
kids start to seek out what they are interested in, and they
 will find more people closely related to them. Stage three
involves identifying a leader. This leader they identify will
be in or a part of a group they are interested in. They will
think of this leader as being in some position of power and
that their job is to get stuff done. They will usually
become followers to this leader. After comes stage four,
leadership differentiated. This stage involves the follower
under the leader looking at the perspective and maybe
altering it. By this I mean they will see that there are
different types of leaders, and they will soon identify as
one in their own way. Stage five is generativity; this stage
is when the now older kids are able to look beyond just
the group they are in and are able to see and feel a
stronger reason to why they are in the group. They feel a
sense of belonging and passion for what they are doing.
Lastly ending with stage six, integration and synthesis.
This stage results in young adults/ grown-ups to see that
any place of work can be a form of leadership and usually
leads to lifelong personal development to grow from there.
After all these stages are passed the student now
understands that leadership comes in different forms and
in any environment, you can become a leader.

http://openknowledge.nau.edu/id/eprint/856/7/Komives_S
R_et_al_2006_Leadership_Identity_Model_from_Ground
ed_Theory(1).pdf

50. Students will In my life I have gone through the stages of “Leadership
describe personal Identity Development” by Komives et al, a few times. As
application of the a refresher, the stages go in the order of awareness,
above theory. exploration and engagement, leader identification,
(Komives et al) leadership differentiated, generativity, and lastly
integration and synthesis. Thinking back, I remember first
going through these stages when I attended my first group
swim lessons. There were 2 instructors teaching about 10
kids including me. I remember completing the first stage
of awareness when I realized that even though they were
high school/college kids I was in a student position, so I
had to listen to them. The second stage was exploration
and engagement, this was all throughout the lesson where
I was actually learning along with other kids and
interacting with the teacher. Thankfully I wasn’t the kid
who pushed buttons but some kids during this stage
pushed their limits to see how far they could take it. The
third stage is leader identification. This is when all of us
got sat down and scolded for bad behavior, we were put
back in our student position and it was once again shown
to us that the school/college kids were the person in
charge. Stage four is leadership differentiated, I personally
saw this when there was a leader of the friend group
forming, they picked the games, they voiced our opinions
to the teacher, they basically were all 10 of the student's
voice in one body. They were another “leader” to the rest
of the students. Stage five is generativity; this is when the
races started between us. There was still the leader for
cheering for everyone but each of us became our own
person while we raced. We didn’t depend on or hide
amongst anyone in the lessons we had to show that we
 knew what we were doing. Finally in stage six integration
and synthesis. This was most obvious for me during the
free time after the lessons and the races. My group was
able to split up, some kids followed the leaders still but
the rest of us went to the others lates and mixed with the
others. For my younger brothers in a lane below me they
were watching me swim and do things more advanced
than what they were doing. At this point I felt like a leader
and knew I was a leader because I was teaching them what
I had learned. During these swim lessons I think was
when I first experienced the “Leadership Identity
Development” by Komives et al.

51. Students will

demonstrate
knowledge of the
Strengths-
Development
Model by Hulme et
al

52. Student will

describe personal
application of the
above theory
(Hulme et al)

53. Student will

demonstrate
knowledge of
behavior theories of
leadership from
Michigan and Ohio
State

54. Student will

describe personal
application of the
above theories
(Michigan & Ohio
State)

55. Student will

demonstrate
knowledge of
charismatic
leadership

56. Student will

describe personal
application of the
above theory

57. Student will

demonstrate
knowledge of
contingency
approach to
leadership by
Fiedler
58. Student will
describe personal
application of the
above theory
(Fiedler)

59. Student will

demonstrate
knowledge of Path-
Goal theory by
House

60. Student will

describe personal
application of the
above theory
(House)

61. Student will

demonstrate
knowledge of
Leader Member
Exchange (LMX)
theory by
Dansereau, Graen
& Haga; Graen &
Cashman; Graen

62. Student will

describe personal
application of the
above theory
(Dansereau, Graen
& Haga; Graen &
Cashman; Graen)

63. Student will

demonstrate
knowledge of
Leadership
Substitutes Theory

64. Student will

describe personal
application of the
above theory

65. Student will

demonstrate
knowledge of
Models of leader
emergence

66. Student will

describe the impact
of traits on
leadership
emergence and
performance
 67. Student will
demonstrate
knowledge of
Chaos approach to
leadership by
Wheatley

68. Student will

describe personal
application of the
above theory
(Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target Additional Descriptive notes regarding learning and

class Experiences practice

69 Student will
demonstrate how
. cultural
anthropology /
paradigms relate to
leadership

70 Student will
describe personal
. example of using
cultural
anthropology /
paradigms as a
leader

71 Student will
demonstrate
. knowledge of the
“Cycles of
Socialization”
(Harro) theory and
its uses in
leadership

72 Students will
demonstrate
. personal application
of the “Cycles of
Socialization”
(Harro)

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 Students 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 Students 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
demonstrate
knowledge of
relevant laws and
policies related to
issues of equity and
its relationship to
 leadership (i.e.,
Title IX,
Affirmative Action,
Protected Classes,
etc.)

87 Student will show

knowledge of
. effective leadership
as it relates to
change agency

88 Student will
describe personal
. examples of being a
change agent

89 Student will
demonstrate
knowledge of the
“Model of
Intercultural
Sensitivity” by
Bennett and its uses
in leadership

90 Students will
demonstrate
. personal application
of the “Model of
Intercultural
Sensitivity” by
Bennett

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 create

a personal code of
. inclusive leadership

Outcome Category: Critical Thinking

Outcome Target Additional Descriptive notes regarding learning and
class Experiences practice

98. Student will show

knowledge of
principles of critical
thinking and
fallacies (logic is
used in this minor)

99. Student will

demonstrate
proficiency of
critical thinking

100 Student will show

knowledge of
. metaphorical
analysis to critically
analyze self and
leadership
situations

101 Student will

demonstrate
. proficiency of
metaphorical
analysis to critically
analyze self and
leadership
situations

102 Student will show HDF Highschool/swim Everyone all over the world must make decisions that
knowledge of at 190 team/URI women's affect their day-to-day life, some decisions may have a
. least five decision D1 crew team smaller impact, but others can be life changing. When you
making methods are approached with these life changing decisions you
 always want to make the best possible choice. There are
methods to make the best choice for you. The first method
is to have brainstorming sessions. Where a problem with
no obvious right choice is shown to one person or a group
of people. This benefits as generating multiple ideas
within a shorter amount of time. The second method is the
Delphi Technique. This involves individuals creating their
own ideas and then sending questionnaires to the rest of
the groups to see how they feel about it and if they can get
behind it and support it. This benefits us by getting
everyone's opinions and voices heard. The third method is
called Bian’s Rapid Framework. This method involves a
step-by-step method in the order of R.A.P.I.D. This is
beneficial in solving complicated problems. The fourth
method is multi-voting decision-making. This method
involves voting, tallying the votes, then discussing the
options. This is beneficial for larger groups of people. The
5th and final method of decision making is the nominal
group technique. This method involves group members
writing their thoughts and opinions down on a piece of
paper and then anonymously submitting it to be addressed
to the whole group. This is beneficial for everyone by
making everyone seem equal and heard in large settings.
These five methods seem the most beneficial for decision
making and produce the best results.

https://www.organizationalpsychologydegrees.com/lists/5
-group-decision-making-techniques/

103 Student will

describe personal
. examples of having
used five decision
making methods

104 Student will show

knowledge of at
. least five problem
solving / conflict
management
methods, as well as
understanding the
roots of conflicts

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/statist
ical skills) and
responsibilities
(global, diversity &
inclusion or civic
knowledge)

107 Students 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 Students will

describe examples
. of leadership in
crisis situations
(i.e., application of
James & Wooten;
Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni;
Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and
class Experiences practice

109 Student will CHM BIO 103 To be an active listener it takes some work and practice.
demonstrate 102 Some practicing tips can be to face the speaker and
. knowledge of active maintain eye contact. This is a great way to create a bond
listening techniques and a connection, but you must remember that too much
eye contact is intimidating so you can break eye contact
every once in a while, then reconnect to show that you are
still listening. Another method would be to not start
planning what to say next. If you are thinking on how to
continue the conversation you are not focusing on the
words, they are saying. The next active listening tactic
would be to ask questions. Asking them to clarify what
they are saying will show them that you are listening to
what you are saying and are interested. Another technique
is to paraphrase and summarize what they said before you.
This is key to show them that you fully understand what
 they are saying to you. Lastly don’t interrupt, if you
interject a thought just for a moment, they will lose track
of what they were saying. By practicing these active
listening skills, you will remember more about what
people share with you as well as becoming a more likable
person to talk to.

https://www.bhf.org.uk/informationsupport/heart-matters-
magazine/wellbeing/how-to-talk-about-health-
problems/active-listening

110 Student will Stem Bio labs As I previously mentioned above it takes some practice to
describe examples major/pe actively listen. There are many things you must do and
. of using active rsonal remember but if you are trying to remember all these
listening skills life things while being spoken to it will hurt more than help.
For example, in my stem lecture classes I have to actively
listen and take notes at the same time. In these classes I try
to limit distractions so I can keep my attention on the
professor. Being up close to the professor will be useful
for active listening skills because I can hold eye contact.
This initiates a connection and brings me to a closer
understanding of what they are saying. Another tactic I
could use in this situation is asking questions. To go
deeper into a topic or ask the professor to give an
example. These two tactics have helped me better
understand what I am learning. These tactics are also
helpful for friends and family. Recently my friend has
been having some struggles with her roommate, as her
friend I want to help her, but she just needs someone to
listen to her. In this situation eye contact is great but not
too much, break it when I can and look at their hands on
the ground, something she may be showing me. I don’t
think of a response, it will break her thoughts and she is
already frustrated as is, so it is important to not interrupt
and make it harder for her. One last tip I have been using
is paraphrasing and letting her know that I not only hear
but understand her problems. This is great because she
feels that this has been worth her time, and she has some
support behind her. As her friend, if that is what she needs
that is what I will do. So, there are two examples I have
used recently that have included active listening tactics.

111 Student will

demonstrate
. knowledge of
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 Students 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 HDF Family Therapy Crucial Conversation is a discussion between two or
describe examples 190 more people where things may be at risk, opinions may
. of engaging in a clash, and strong overpowering emotions may come out.
Crucial Some examples of this may be from therapy,
Conversation communicating with ones with difficult pasts which can
include, abuse, abuse of alcohol, abuse of drugs and more.
These can range from upsetting to traumatic events or
situations and put people in positions they would want to
avoid if they could. To help here are four things you can
do to make these situations easier. The first thing is to
change your own motives. Understand that the problem
wasn’t all with them, but you were a part of it too.
Secondly, create a safe space to talk. Create a mutual bond
in the room including mutual respect. Having a clear
intent from what you want of this conversation is also
important. Third, add your perspective into account. Share
both sides of the story using the S.T.A.T.E method.
Lastly, find a path to action. Change the state you guys are
in and find ways to fix it. You don’t want this to weigh on
you forever so find a way to fix this problem. By
completing these steps in a crucial conversation, you will
be able to come through on the other side feeling
accomplished and so much better now that you have
overcome this hardship.
 https://www.changemakeracademy.com/articles/mastering
-crucial-conversations/

119 Student will

demonstrate
. knowledge of
facilitation
techniques

120 Student will

demonstrate
. proficiency of
facilitation
techniques

121 Student will

demonstrate
. knowledge of de-
briefing techniques

122 Student will

demonstrate
. proficiency of de-
briefing techniques

123 Student will

demonstrate
. knowledge of
framing based on
psychology and its
use in group
facilitation

124 Student will

demonstrate
. proficiency of
framing based on
psychology and its
use in group
facilitation

125 Student will

demonstrate
. knowledge the four
frames of
organizations, and
the meaning of
reframing by
Bolman and Deal

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

128 Student will

describe personal
. examples of
organizing meetings
/ setting agendas /
leading meetings

129 Student will show

knowledge of
. Parliamentary
Procedure

130 Student will show

knowledge of
. techniques for
working with
difficult people

131 Student will

describe personal
. examples of using
techniques to work
effectively with
difficult people

132 Student will show

knowledge of the
. stages of group
development
(Tuckman/Tuckman
& Jensen, Bennis or
others)

133 Students will

describe personal
. examples of group
development in use
(Tuckman/Tuckman
& Jensen, Bennis or
others).

134 Students will show

knowledge of group
. roles and how they
contribute to group
dynamics (Johnson
& Johnson; Benne
& Sheats; Knowles
& Knowles; etc.)

135 Students will

describe personal
. examples of group
roles and how they
 contribute to group
dynamics (Johnson
& Johnson; Benne
& Sheats; Knowles
& Knowles; etc.)

136 Student will show

knowledge of
. effective
memberships skills
in groups

137 Student will

describe personal
. examples of
membership skills in
use

138 Student will show

knowledge of the
. Challenge and
Support theory by
Sanford, and its
relationship to
organizations

139 Student will

describe personal
. examples of using
the theory of
Challenge and
Support (Sanford)

140 Student will show

knowledge of the
. construction /
elements of
informative and
persuasive speeches

141 Student will

demonstrate
. proficiency in
informative and
persuasive public
speaking

142 Student will show

knowledge of
. planning and
conducting
interviews (as the
interviewer)

143 Student will

describe personal
. examples of
planning and
conducting
 interviews (as the
interviewer)

144 Student will show

knowledge of
. preparing for and
effective answers in
interviews (as the
interviewee)

145 Student will

describe personal
. examples of
preparing for and
being interviewed

146 Student will show

knowledge of
. effective
collaboration /
coalition building
(Sources:
Cilente/Komives et
al; NCBI; etc.)

147 Student will

describe personal
. examples of
working in
collaboratives/coalit
ions

148 Students will

demonstrate
. knowledge of
techniques to
communicate and
engage in difficult
dialogues related to
diversity and
inclusion.

149 Students will

demonstrate
. proficiency in
communicating and
engaging in difficult
dialogues related to
diversity and
inclusion.

150 Student will

describe ways to
. maintain
accountability in
leadership / member
relationships
151 Student will
describe personal
. examples related to
maintaining
accountability as a
leader

152 Student will

describe ways to
. build relationships
between leaders and
members

153 Student will

describe personal
. examples of
building
relationships with
members as a leader

154 Student will

describe how
. credibility applies to
leadership, as well
as the characteristics
and skills of a
credible leader

155 Student will

describe personal
. examples of
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
mentoring and being
mentored
160 Student will
describe principles
. of effective peer
leadership, as well
as problems
particular to peer
leadership

161 Student will

describe personal
. examples related to
being a peer leader
and being led by
peers