Mariam Rahim Inventory-Leadership2023

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

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a cross-
disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of experiential
learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem
solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits must be earned at
URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in
the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.

CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective

AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling ++++++
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals - COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
▪ Time management
▪ Organization
1. Know Yourself ▪ Self care
▪ Self discipline
Lead Others ▪ Strengths ▪ Perseverance
▪ Weaknesses ▪ Develop and maintain family,
▪ Values PROGRESS interpersonal, and intimate relationships
▪ Needs ▪ Academic, social, personal goals and
P ▪ Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills
▪ Leadership theory and

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

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
APA CITATION
Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 417 This outcome was seen the During HDF417, the ‘class’ part of the internship experience, we learn to demonstrate more autonomy
minimized need for approval most when I did a phlebotomy and learn how to work some things out ourselves. With my optometry related internship, I saw this a
internship , and was almost like a lot as I was learning new things, I also had to learn to rely on others less so that I could ensure that
mirror to my internship for this class more work was being done.

2. Student will demonstrate personal, URI101 I saw this outcome in action at URI101 is a class set up mostly to introduce new students to the university. During this class, I learned
organizational, and academic examples of URI101, where we learned how to a great deal about personal, organizational, and academic self discipline. When I first came into the
self-discipline become more independent and college I was very confused about how to study, or how to organize my time. An example of personal
disciplined. One thing that a self discipline that I learned and applied in my everyday life is to have a set morning routine. One of
classmate told me was helpful is an the simplest ways to get your morning going is by ensuring things like having a done bed, and a ready
app that tracks habits. to go bag are done everyday. Coming back from being out at school or work to a messy room was
very discouraging, and even though it has been hard to stick to, I force myself to do this every day
because of it.
An example of organizational self discipline are my weekly reports that I complete at work. I have to
complete them usually at home, and on a weekly basis I sometimes don’t have the energy to do it
after a long week of classes. I still make myself do it, as I know how important it is for my job and how
significant it is to the company's efficiency.
An example of academic self discipline is my weekly Sunday study time. Even if I don’t have any
homework or quizzes to study for, I still review over notes from class and make sure I don’t have any
questions for ay classes.
HabioApp. (n.d.).Â Self-Discipline for Students: 8 Genuine Secrets to Achieving
More in Less Time. Habio App. https://habio.app/blog/self-discipline-
for-students
3. Student will demonstrate the ability to EDC103G This outcome was utilized by not During this class, I had to learn a lot about being able to manage my emotions. One interesting thing
manage emotions only me, but most others in about talking about social justice in a group setting is realizing how different everyone’s viewpoints
EDC103G. It’s a group of different are. I had my own opinions, and others had their own. It was important to be able to ensure hat my
people who discuss and research opinions didn’t cloud over any one else’s , since that class did have many free discussions to share
current events/modern social justice thoughts and ideas on relevant modern issues. Being able to manage my emotions allowed me to
issues. learn form others, as well as helped me to develop patience.
Reflecting on this now, I realize that I have had to utilize this outcome in more classes, as well as
more in my daily life. I see it most in my recent class, BIO396 (Biology and Society). In this class, we
discuss sensitive topics such as racism in healthcare. I saw how interesting that the way I felt in the
past is seen again now. I again, have to ensure that during discussions that my opinion doe snot cloud
over anyone else’s. I also had to ensure that I was very patient with others with a different view.

4. Student will demonstrate knowledge of URI 101 This outcome was taught and During this class, one key thing that was mentioned frequently was how college can be a source of
stress management methods utilized in this class, where we new forms of stress. It was a big change, and while it is normal, we still had to learn about ways to
learned to adjust to ensure that it was manageable. One of the most important methods that I had to learn to do is to
college and become more connect with others. I know often we are told that with stress, it is important to take breaks and cope in
independent. others ways. However, I found that being able to communicate my stress with others helped me to
actually identify my problem and make sure that big stressors weren’t recurring.
Centers for Disease Control and Prevention. (2021, November 30).Â

Tips for coping with stress|publications|violence prevention|
injury Center|CDC. Centers for Disease Control and
Prevention. Retrieved April 17, 2023, from https://
www.cdc.gov/violenceprevention/about/copingwith-
stresstips.htmlÂ
5. Student will demonstrate the ability to URI 101 This outcome is seen in my daily life, I learned that it is important to connect to others and manage stress by ‘breaking it down’. One
manage stress especially during the continuation of example that comes to mind is actually with my leadership minor. Following lockdown when we all
college. went back to class, I felt a lot more tressed than usual because of personal issues at home. I was
going to drop my leadership minor until I talked to an advisor that helped me to break everything down
and manage what was happening. Due to this, I was able to continue with my minor.
Something new that I have done to manage stress is working out. I remember that being something
that teachers had mentioned for stress management, but I never really tried it. There is something so
therapeutic about channeling mental stressors physically. I now enjoy powerlifting, and enjoy seeing
my progress with this. Both work and school requires a lot of sitting, and sometimes it can feel like you
are just sitting with your stress. Being able to move around enables me to appreciate my body, and
step back from whatever stress I have.

6. Student will express a personal code of PSY113 This outcome was taught and In this class, we learned about several different psychological experiments that were conducted
leadership / membership ethics utilized in this class, where we through years. One that sticks out in my mind is the Stanford Prison experiment. We saw how
learned about different ethical unethical, unsanitary, and downright dehumanizing this experiment was. The aim of the experiment
conducts in psychological was to look at effects of situational variables of participants in prison life. Several people had asked to
experiments. leave the experiment, but were refused. Learning about experiments such as this, had lead the to
think about my own code of ethics as in the future I believe that I would do research work with topple
as well. For me, my personal code of leadership/member ethics is to make decision concisely and
fairly. I would have to be translate and demonstrate integrity and honesty to people that I would work
with in the future.
Stanford Prison Experiment: Role-ing With It – Academy 4SC. (n.d.). https://academy4sc.org/video/
stanford-prison-experiment-role-ing-with-it/
#:~:text=This%20study%20was%20hugely%20unethical,too%20traumatized%20to%20
safely%20continue .
7. Student will demonstrate practice of the PSY113 This outcome was seen at a Even though this wasn't under research work, I had to ensure that my pwn personal code of ethics
personal code of ethics previous job where I had to ensure was in check during a situation I had at my job. There was an issue with our patient charts.. Whenever
that everything that I was doing is any of the patient's information needs to be sent out,, there's a HIPPA disclosure that needs to be
HIPPA compliant. signed and worked through to transport such information, even between staff members. There was an
issue one day when that wasn't done and there was no time to get it done either. Due to my own
personal code of ethics, I knew that patient's had to have signed a form in the past that disclosed this
process, and I wanted to ensure that it was honored. So, I took the time to ensure that everything was
done correctly, even though some co workers said it would take too long.
I see this outcome taking place in my internship as well. My own personal code of ethics had ensured
that I follow through everything in a specific order in order to remain HIPPA compliant. I have to go
through several more steps to even send out an email, for example. There's a specific site, and with
that site I can send certain files, but not others (ie. Encounter form). If a patient needs something
specific for their own medical history, they would need to come in to the office, sign some forms and
then be able to pick it up. As tedious as it can get, it is essential in healthcare.
8. Student will express a personal values HDF 290 This outcome is seen in everyday My top 5 VIAs are: kindness, curiosity, love, fairness, and social intelligence. The one I feel most
statement (Sources = VIA, values life. My top values are something connected to is kindness. Kindness to me, is treating others the way I would want to be treated. In a
clarification exercises, etc.) that is seen in action every single leadership setting, it is imperative to have some kindness and graciousness towards those you are
day, however some of this values working with. Fairness, I think, goes hand in hand with kindness; and same goes for social
can be seen more than others. intelligence. Curiosity is an important theme to have in leadership as you are constantly thinking about
something new or wanting to explore something. Due to this, whatever is being worked on in a team,
can be explored further and done in an outside of the box way. Finally, I think that having love as a
value simply is an expression of compassion. When you love someone or something, you show
compassion towards it/them. For a person, obviously if you love the person you show empathy for
them. If you love something, you are passionate towards it and put your best work forward.

9. Student will demonstrate practice of the HDF290 This outcome is seen in action in my Since my top VIA value result is kindness, and it is what I feel most connected to, I can think of many
personal values statement everyday life. Specifically the top examples where it was put through in action. One that comes to mind is from a very long time ago,
one, kindness. from when I was in elementary school. I think it was my first real life example of leadership. I was the
team leader for a school play, and was writing out scripts via hand. I was not supposed to write on
both side of the notebook paper, but I ended up doing it anyways because of a misunderstanding. Due
to this, our teacher’s assistant told us that we had been doing ti wrong the day before the play. As the
leader, I was extremely stressed out (as stressed out as a 10 year old could be), and began working
very quickly. One of the other team leaders had caught up with what was going on and split up the
work with me, instead of leaving it all to one person. Due to this, we were able to present our play on
time.
This value in leadership showed up for me in such an early age, and stayed with me for the rest of my
life. I have had to use kindness in leadership ever since then, and I truly base that trait off of treating
others the way I would want to be treated.
I noticed how important this value is when it is reciprocated. With my genetics class for example, I
remember being incredibly stressed out for an exam asI was out sick the week before it. A classmate
noticed this and gave me their notes, and also took the time out of their busy schedule to explain
some of the lectures to me. I appreciated it so much because if it wasn't for them, I feel as though I
would not have done as well as I did. To repay them for their act of kindness a few weeks later, they
were going through the same thing, and I ensured that they would feel prepared for the exam in a
similar manner.
10. Student will demonstrate the ability to BIO331 this outcome was seen with a group For this class, parasitology, there was a group project presentation that needed to be done regarding
lead a project from start to finish (follow- project that was done for this class recent research work done on an assigned parasite. Throughout the entirety of my winter break, I
through) would meet up with my assigned partner every day for about an hour to make sure that it would go
smoothly. It was a lot fo work, especially considering how short of a time J-term is, but we were able to
follow through and received an A on our project.
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 PSY113 I saw this outcome in action during I learned about Maslow’s Hierarchy of Needs in the PSY113 class. These are a group of 5 needs
“Hierarchy of Needs” theory by Maslow my psychology class. commonly shown depicted with a tiered pyramid. These needs are (bottom to top), physiological
needs (food, water, shelter, clothing, sleep), safety, love and belonging (friendships, relationships),
esteem needs (feeling of accomplishment), and self actualization (achieving your full potential).
Through this pyramid, typically a person goes up through them. Meaning that, as your physiological
needs are met, you look for safety, then love, and so on.
North Western Oklahoma State University. (2019).Â Abraham Maslow (1908â€“1970) Humanistic-
Existential Paradigm Self-actualization TheoryÂ [Slides]. PDF. https://www.nwosu.edu/
uploads//academics/social-sciences/bjcc/cbrp-training/maslows-hierarchy.pdf
14. Student will show application of Maslow’s PSY113 This outcome is continuously being Applying Maslow’s theory to my own life I see how I need all five to be content. Starting with
theory to own life seen in action in everyday life. I think physiological needs, I thankfully have food, water, and shelter, and am not worried about any of those
that each of the needs presented are aspects. Not having to worry about basic physiological needs leads to the next tier, safety. This can be
something that we strive to applied in everyday actions such as using a seatbelt, locking the door, etc. Next is love and belonging,
completely everyday. For me, I know which is seen in everyday relationships. There is a need to belong somewhere, and for me, that sense
that each of the five needs I try to of belonging is with my family and friends. For the fourth, esteem needs, I do this by going to school. I
meet every single day. enjoy the feeling of accomplishment, and school is one of the easiest ways for me to achieve that. The
final is self realization. I think that I have achieved some part of that, but I don’t believe that I have this
aspect completely down. I think for your full potential, there’s always going to be a need to improve on
something, so I’m not sure how one would reach their full potential.
There has been a point during my college experience where I was a little bit more secluded. I think
that during COVID, I picked up on some not as good habits and retreated more within myself. I was
still following some of Maslow’s needs, but not others. The ones I was lacking the most was seen via
my lack of social interactions. I spent most of my time just focusing on school, and actually ended up
not doing as well during that semester compared to when I was more social. I noticed that mentally I
did better as well. I think this hierarchy of needs is especially important when trying to reach the top,
self realization. Once lockdown restrictions weren’t as bad, and I was able to have more interactions
with my peers, I did a lot better. It taught me a lot about balancing school/work with social interactions
and relationships.

15. Student will show knowledge of the theory MGT441 I saw this outcome in this class when This form of leadership is focused on a leader's own strengths rather than focus on the ‘follower’s’. It
of Superleadership by Manz & Sims going through our textbook that allows for the superseder to lead their followers to discover themselves and are not viewed as heros,
discusses different leadership instead they are deemed hero makers. With this, the spotlight is no longer on the leader, and is on the
theories. followers’ achievements.
Manz, C. C., & Sims, H. P. (1991). SuperLeadership: Beyond the myth of heroic leadership.
Organizational Dynamics, 19(4), 18–35. https://doi.org/
10.1016/0090-2616(91)90051-a
16. Student will show application of Manz & MGT441 I saw this outcome in action when When talking about leadership experiences, I thought back to training someone at my job. I think this
Sim’s theory to own life we were doing an in class discussion theory fits perfectly with it, as the aim of my own leadership is not my own achievements, but rather
on our own leaderhsip experiences. the person that I was trainings’ achievements. I had to learn about what would work better for me to
lead and what works better for my co worker to learn in order to achieve a successful outcome.

17. Student will describe StrengthsQuest HDF290 I see this outcome in action in my 1. Empathy : Empathy is putting yourself in other people's shoes. It does not mean liking or agreeing
Signature Themes, shadow side of everyday life. It covers strengths with everyone, but it means understanding other people’s perspectives. I use this in my everyday
Strengths and/or weaknesses, and through the themes, as well as choices especially when having conversation with others. I like to think a lot before I talk, so I try
examples of application (Source = Gallup) weaknesses and it is seen every not to talk too much, but when I do I try my best to make sure I don’t say the wrong thing by
day. utilizing this theme. One way that this strength gets in the way is that sometimes I can get too
caught up in other people's point of views, and don’t use my pwn voice enough.
2. Competition : Competition is constantly trying to be the best in a certain area. It is comparing
yourself to others and trying to be the ‘ best’. It is a theme that had always surrounded me growing
up, as I was always in competitive environments. I would always think to myself that my parents did
not immigrate to a strange country just for me to not be the best. One way that this gets in the way
is the constant need to compare myself to others in every way. It is honestly exhausting and can be
very unhealthy.
3. Context: Context is thinking about how the past made the present, and how it will affect the future.
For me, it is a theme I am always using. I always think back to the past and try to think about how I
could have done things differently; as well as how my present is now due to that. The present
doesn’t make sense to me unless I think about past instances that shaped it. It is a strength as I
can utilize whatever I have done in the past to do better in the future. However, it can be a
weakness when someone could constantly be thinking about the pas in order to understand their
present. It is like constantly remembering bad memories (as well as good), in order to understand
yourself and your circumstances.
4. Developer: This is seeing potential in anyone and anything. This is a strength because it usually
falls to my advantage. Nothing is ever too ‘bad’ of a shape to get into, and everything looks like a
fixer upper. This however can also be a disadvantage, as sometimes I won’t know what I'm walking
into, get into a bad spot, and not know when to back off.
5. Input : This is the theme that involves the need to collect things. Those things can be anything form
memories to rocks. For me, I feel like I can hyper fixate on things to collect. I have collected
everything from polaroids, to paintings, to books. It is a strength in leadership, as one thing that is
useful to collect is ideas. One way that it can get in the way, is when it becomes a new hyper
fixation and your main focus is collecting new things.
6.
CliftonStrengths Online Talent Assesment . (n.d.). Gallup. Retrieved December 30, 2021, from https://
www.gallup.com/cliftonstrengths/en/252137/home.aspx
18. Student will describe personal leadership BIO396 When taking the MBTI test, I got People with INFJ personalities like to approach things with deep thought and tend to be very idealistic.
style and/or personality style including INFJ, the advocate. I see this They can also be described as people who seek fulfillment from helping others, and for me that is how
strengths and weaknesses and examples outcome play out with many classes I tend to approach tings. They have many strengths including being principled, passionate, and
of application (Sources = Leadership style where we have to do group projects. insightful. Some weaknesses include perfectionism, avoiding the ordinary, and prone to burnout. I saw
inventories, the L.P.I., Type Focus (MBTI), this in the class mentioned during a partner project. We were given a sensitive topic regarding race
LAMP, DISC, and other career science and had to basically teach and lead class discussions on this. With my personality, I had
inventories, etc.) made sure everything was all set and ready to go along with my partner and leading the class with this
topic was very difficult. I felt very passionate about it as did some others and we researched more
than necessary on this topic and taught the class extra information than was expected.
************
Outcome Category: Leadership Theories

19. Student will show knowledge of the HDF290 A classmate presented on this topic Webber introduces this theory, where more traditional authority approach is used by organizations. On
“Authority and Bureaucracy” theory of in my HDF 290 class. This specific its most basic levels, there are 6 parts to this theory:
leadership Weber leadership theory is most seen with 1. Formal and clear organized hierarchy of authority : There are clear and defined roles for everybody,
law enforcement, governments, etc. and there's a chain of command.
2. Division of labor: Each task that is presented is assigned to the person that is deemed the most
appropriate for it.
3. Formal selection: Based off of experience, regulations, and performance, everyone is subjected to
be hired and fired.
4. Career orientation: If employee follows rules and regulations, there us a chance for a long term job/
career.
5. Rules and regulations: A system is set by clear rules and regulations, and everyone must adhere to
them.
6. Impersonality: The focus of the organization is that of a whole, and not of each person’s individual
contribution.
Frederick Taylor and Max Weber. (2016). Monmouth College. https://department.monm.edu/cata/mcgaan/Classes/
CATA333/Taylor-Weber.htm
20. Student will describe personal application HDF417 This outcome was seen during my I see the application of this theory within my internship experience at an optometrist’s office. There are
of the above theory (Weber) internship focused on leadership. formal roles for everyone, so everyone has a role to do. There is a division of labor between all staff
so that everyone is doing work best suited for them. There is a formal selection process that ties into
career orientation. During and following the job, there are certain rules pertaining to HIPPA, and basic
respect that needs to be followed. Finally, with medical work, the impersonality is significant as the
focus is on the betterment of the organization, not an individual person/people working there.
21. Student will show knowledge of the HDF290 This outcome is seen in action in Theory made up by Fredrick Taylor , simply means applying science to work. There are four principles
“Scientific Management” theory of many jobs. in this theory. They are:
leadership by Taylor 1. division of labor, where you split up the work equally between workers.
2. Ensuring efficiency. This means that those who are assigned certain jobs are actually efficient at it,
and are best suited for it.
3. Equal divided work between managers and workers. According to Taylor, there should be virtually
no huge separation of workers and managers, so both should be working together as the manager
plans and the worker follows directions.
4. Result based pay. This is the idea that pay should be influenced by the efficiency of the workers.
Those who are the most productive should get paid more than those who aren’t.
Frederick Taylor and Max Weber. (2016). Monmouth College. https://department.monm.edu/cata/mcgaan/Classes/
CATA333/Taylor-Weber.htm

22. Student will describe personal application HDF417 This outcome is seen during my The application of this theory could also be applied to my internship. There is a division of labor so
of the above theory (Taylor) internship that not one person doing all of the ‘heavy work’. With ensuring efficiency, it is done so that the person
best at a certain thing is more likely to do it compared to someone not so confident in their ability at it.
Equal work is divided between the workers (coworkers and I) and managers (the doctor) in a way
where there is no separation of workers and managers. Finally, everyone who works at this office is
compensated via their results. We get commission for certain sales made.
23. Student will show knowledge of the HDF290 My classmate presented on this This is essentially a five step leadership theory that was come up by Peter Drucker. This is when
“Management by Objectives” theory of topic in my HDF290 class. management comes up with a set of goals to manage subordinates. It is a series of 5-6 steps:
leadership by Drucker 1. Determining organizational goals
2. Determining employee objectives
3. Monitoring progress and performance
4. performance evaluation
5. providing feedback
6. performance appraisal
The main aim of this theory is to make sure that there is an agreed upon clarity between management
and employees for the goals that should be completed in order to have the best possible outcome.
A. (2017, October 30).Â Management by objectives (Drucker). Communication Theory. https://
www.communicationtheory.org/management-by-objectives-drucker/
24. Student will describe personal application HDF417 This outcome is seen during my This theory can be applied during my time at my internship. With this theory, management (the doctor)
of the above theory (Drucker) internship comes up with goals to manage the workers. First, there is a determination of the organization's goals
and employee objectives. The doctor gives us a packet before work that clearly states these. Then,
our progress is monitored and evaluated before we are given feedback on what we are doing well and
what needs to be improved. Finally, the performance appraisal comes last where our overall
performance is assessed.
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 knowledge of the HDF290 A classmate presented on this topic Servant leadership is when the set leader uses their platform as an opportunity to essentially serve
“Servant Leadership” theory of leadership in my HDF 290 class. others, rather than obtain rank to use power. Servant based leadership is also focused on sharing
by Greenleaf power in order to improve engagement, as well as measuring success throughout the over all growth
and development of those around them , rather than ‘traditional’ leadership that measures success via
output.
What is Servant Leadership?Â (n.d.). Greenleaf Center for Servant Leadership. https://
www.greenleaf.org/what-is-servant-leadership/
I saw this outcome again in my MGT441 class. A classmate presented on this, and explained it in one
sentence that made it more clear : " Help me help you". I think that there were so many excellent
examples used during the presentation. One that sticks out the best is when a quote by Nelson
Mandela was stated for his biography that can be summarized as a leader is a shepherd that stays
behind his flock and enables them to move forward. You have to be able to work for people in order to
get the best outcome.
28. Student will describe personal application HDF290 Over the summer, I was a volunteer During this experience, I learned many important things about being a leader. One leadership method
of the above theory (Greenleaf) leader at a hospice, where I saw this that I had used significantly is the servant based leadership. As a hospice volunteer, the goal is never
outcome take place. about earning the most money or even measuring success in a physical sense. To lead volunteer
trainees during this experience, I recognized that my goal was to provide the greatest outcome of
happiness from my patients, and to train the volunteers efficiently I developed a 'help me help you'
ideology. This is the forefront of servant based leadership, where as the leader, you need to be able to
use whatever power you have, and use that to better serve others.
29. Student will show knowledge of the HDF290 A classmate presented on this topic Theory made by Dr. Stephen Covey is based off of four values: security, wisdom, guidance, and
“Principle Centered Leadership” theory by in my HDF 290 class. power. From this, he came up with characteristics that would lead to constant and timeless positive
Covey results, depending on whether or not the leadership style is for personal or professional life. The
characteristics for personal life are: family, money, possessions, work, pleasure, friend, enemy,
church, self, and spouse. The characteristics for professional life are profit, supplier, employee, owner,
customer, program, policy, competition, image, and technology. Each of these characters fell closer to
the principles one way or another. He believes that what you value internally would be reflected in
your leadership actions.
Brilliance Publishing. (2012, March 21).Â Principle-Centered Leadership by Stephen R. CoveyÂ
[Video]. YouTube. https://www.youtube.com/watch?v=y4huMlm2NFI
30. Student will describe personal application HDF290 This was seen during my experience I think of this theory best as the quote ’teach a man to fish and you feed him for life’. I’ve never really
of the above theory (Covey) of training someone at my job as an had to train someone before, so this was an entirely new experience for me. I think the way I taught
optical/medical assistant used this leadership theory, as I had to take on 4 central principles:
1. Security - offer a sense of identity within at the workplace since this is brand new for the person I
was training too.
2. Guidance - giving direction on how to approach things
3. Wisdom - being understanding of certain challenges and offer to balance stress with him
4. Power - ability to accomplish the work objectives

31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming

of the above theory (Deming)
33. Student will show knowledge of the MGT441 We had learned about There are 3 types of leaders that can be noticed:
“Visionary Leadership” (now often cited transformation leaders in a
as “Transformational Leadership”) theory presentation by some classmates 1. Poor leaders - Use coercive power
by Sashkin 2. Transactional - reward good performance
3. Transformational - Focus on making tomorrow better by creating a noble vision, being authentic,
have a growth mindset, and are very creative
Gavin Wedell. (2012, July 11). What is TRANSFORMATIONAL LEADERSHIP? [Video]. YouTube.
https://www.youtube.com/watch?v=60O2OH7mHys
34. Student will describe personal application MGT441 This outcome can be seen best in I haven’t worked for someone who was a transformational leader, but I’ve been a student for
of the above theory (Sashkin) how it was applied to me as many years and can recognize that teachers are great transformational leaders. They helped
someone who has seen many
transformational leaders. me to grow as a person and encouraged me to try new things to help me change for the
better. It was an amazing experience, and now that I am older, I recognize how this has
helped me to be the person I am today.
35. Student will show knowledge of the

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)
37. Students will demonstrate knowledge of

the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)

of the above theory (Grace)

39. Student will show knowledge of the HDF290 I presented on this topic in my Situational leadership is a flexible leadership style based off of the relationship between
“Situational Leadership” theory by Hersey HDF290 class “leaders” and “followers”. There are essentially 4 development levels of the followers that
& Blanchard are labeled D1-D4. These levels correlate exactly with the competence:commitnent level of
the “follower”; with D1 being low competence and high commitment, D2 is low
competence and low commitment, D3 is moderate competence and variable commitment,
and D4 being highly competent and highly committed.
Then, after the leader evaluates the "followers” , they must utilize a leadership style
accordingly. These are labeled S1 (directing style), S2(coaching style), S3(supporting style),
and S4 (delegating style). The development levels correspond directly with the leadership
style. For example with D1 followers, use S1 leadership, if you're leading D2 “followers”,
lead using S2 style and so on.
the great thing about this leadership theory is the flexibility of it. It has an intuitive appeal,
where this could be especially useful if one of your strengths is social intelligence.
The Situational LeadershipÂ® Model | Center for Leadership Studies. (2020, October 15). Situational
LeadershipÂ® Management and Leadership Training. https://situational.com/situational-
leadership/
40. Student will describe personal application HDf290 When I tutored students of Everybody learns in different ways. Tutoring can be tricky, since you not only have to learn
of the above theory (Hersey & Blanchard) different levels, this leadership how someone else learns, but what is the most effective ways to do so. With situational
style is one of the most effective leadership, I was able to follow a path line for how to do just that. For students who already
ways to do so. know what they are doing, and need very little guidance, I would use the S4 style, while
those who are completely confused I would sue the S1 style, and so on. I noticed that each
student needs a certain amount of time, patience, and guiding in order to truly learn and
complete the task at hand.
I saw this outcome take place during my job at CVS. I had two positions at this job as both a
pharmacy tech and customer service/cashier. Specifically with cashier, I had to utilize this
theory. I did not expect that this theory would need to be used in a job like that, however
with the experience I had it was essential to practice this. With different customers comes
different levels of care necessary. For example, an older customer needs a lot more help than
someone who is maybe in their 20s. Based on the situation, I would know what kind of
approach I would need to take. For example, if an elderly person asked me where something
was, I would go with them to show them the product they wanted. However, usually with
someone younger, I would simply state where to find it, and they would not need any further
help.

41. Student will show knowledge of the HDF290 A classmate presented on this This is a leadership style that focuses on a leaders interaction with others, relationship wise.
“Relational Leadership” model by topic in my HDF 290 class. This theory thrives off of improving off of weaknesses and honing strengths. This style of
Komives, McMahon & Lucas leading has 5 components:
1.Inclusion - the leader has to be willing to actively listen and involve everyone's thoughts/
beliefs/ideas/etc.
2. Empowerment - This is when the leader gives others the authority. power to be involved
to a fuller extent.
3. Purposefulness - This is essentially having a person goal that is well established, and has
common ground with those around them.
4. Ethical behaviors - There are many different types of ethical theories that one can follow,
but this component specifically is about setting a role model.
5. Process Orientation - Leader must believe that the process is just as, if not more,
important than the outcome.
C. (2020, September 14).Â What is the Relational Leadership Model?Â Graduate Programs for
Educators. https://www.graduateprogram.org/2020/09/what-is-the-relational-leadership-
model/
42. Student will describe personal application HDF290 During my job as a supervising When training anyone new with how to deal with customers, this leadership theory comes to
of the above theory (Komives et al) secretary at Tuma Insulation, I mind. I had to lead by example, so that those I was trading were doing what I was doing
saw this outcome in action. effectively. All 5 components came into play during this experience:
1. Empowerment - Having to give trainees power to do some independent work to gain

footing.
2. Inclusion - asking what their thoughts/ feelings were in certain areas and seriously taking
critiques into consideration to promote a healthier work environment.
3. Purposefulness - my personal goal of ensuring I’m not cutting company profits was met
by the trainees willingness to learn.
4. Ethical behavior - Ensuring that I acted on my morals and didn’t have any exceptions so
that the trainees could follow on my example. This is especially great when handling
customers (especially angry ones)
5. Process Orientation - The process of ensuring a trainee was well informed is more
important than the goal of completing training quickly.

43 Student will show knowledge of the HDF417 This outcome was implied and Constructivism is a theory that states that if you are someone that is learning, then you have
concept of constructivism understood during this class as to construct knowledge and now passively take in information. As you gain more
we were receiving feedback experience, new representation of ideas can be introduced into our pre existing knowledge.
evaluations from our supervisors We can see with this that people learn best when they are actively engaging in a new
at our internships. learning experience, rather than being passively told information.
44. Students will describe personal examples HDF417 This outcome was seen during Throughout my educational experience, I feel as though I was mostly passively taught
of implementing constructivism my internship experience information. with an internship however, I revived a hands on knowledge on how to apply
what I learned into the real world. It's easy for example to say that communication is
important, however, until it is actually being applied you wouldn’t know how to go about
communicating effectively. One of the most important lessons that I have learned comes
from this experience.
45. Student will demonstrate knowledge of

the Experiential Learning Model (Kolb)

of the Experiential Learning Model (Kolb)

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

of the above theory (Astin et al)

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

application of the above theory. (Komives
et al)

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

55. Student will demonstrate knowledge of MGT441 This outcome was seen during an A Charismatic Leader is someone who uses communication Skills, Persuasiveness,
Charismatic leadership in class presentation that my
and Charm to influence others. This person does not lead with power or authority,
classmates had done on this
topic. but rather with personality and charm. They can be seen as someone who works
tirelessly to make the impossible feel possible. They are vary passionate and tend
to have deep connections with others that inspires the same convictions they have
in others.
Western Governors University. (2021, March 23). What Is Charismatic
Leadership? Western Governors University. https://www.wgu.edu/
blog/charismatic-leadership2103.html#close
56. Student will describe personal application MGT441 This outcome can be seen during Being a hospice volunteer in general is very difficult, since you are trying to help people
of the above theory my experience as a hospice during end of life care. Working as a volunteer leader, I had to try to use charismatic
volunteer leader. leadership in order to inspire others to have the same convictions as me. My goal was to
make people feel as comfortable as possible, and utilizing my own passions, I believe I was
able to instill some on that in others. It was almost like training other volunteers to have a
similar mindset as well to avid burnout.

57. Student will demonstrate knowledge of HDF290 A classmate presented on this This theory by Fiedler is based off of the idea that a leader’s effectiveness in a situation is
contingency approach to leadership by topic in the class. This outcome influenced by the actual situation. It follows the idea of a least preferred coworker(LPC).
Fiedler was able to be completed by The coworker that is the least agreeable to work with would be rated lower down the scale.
listening and reflecting on the This scale This scale essentially split people into two categories:
project. 1. Relationship oriented leaders - these are the people who rank higher on the scale are those
with favorable relationship building skill.
2. Task orientated leaders - These are the people who ranked lower on the LPC scale, and
are effective at task completion rather than relationship building.
Next, you must address the situational favorableness. This is determined upon leader-
member relations(higher advantage for leaders with good relations, depending on how much
the team trusts you), structure of task(vague or clear), and the leader’s position of
power(How much control over punishment/reward system, how much you can direct the
group).
So, the steps are to identify your leadership style, identify the situation, and then to finally
determine the best leadership style for the situation.
Asana, T. (2021, November 18).Â Fiedlerâ€™s Contingency Theory: Why Leadership
Isnâ€™t Uniform â€¢. Asana. https://asana.com/resources/fiedlers-
contingency-theory
58. Student will describe personal application HDF290 This outcome was seen during a With the group project for this class, this approach to leadership was utilized.
of the above theory (Fiedler) group project that was done for As a task oriented leader, this approach was great for me as I was able to focus on getting
one of my other classes, the work necessary completed and didn’t need to establish a lot of relationship p building
MGT441 work. Then, the situational favorableness was addressed and was dependent on the nature of
the task and leader-member relations. So, to get the project done effectively, we split tup the
work evenly and divided it between who was better at certain tasks than others.

59. Student will demonstrate knowledge of HDF290 In this class, a classmate This theory is based off House’s philosophy that a leader’s behavior is influenced by the
Path-Goal theory by House presented on this topic. follower’s needs and behaviors. He states that the behavior of the leader is contingent on the
employee’s satisfaction, performance, and motivation. He claims that a good leader is one
that provides clear direction, sets high goals, is involved with the goal(s) achievement, and
supports their employees in the process. He describes 4 leadership styles:
1. Directive - leader clearly states goal process as well as explains how and what to do
2. Supportive - One who is concerned for the wellbeing of followers, and is supportive of
them
3. Participative - A leader who allows the employees to be a part of decision making process
4. Achievement oriented - Leader who sets challenging goals and has high standards
The situational factors that come into play in deciding the leadership style are: subordinates
personality and the characteristics of the environment.
Summary of Path-Goal Theory - Robert House. Abstract. (n.d.). Value Based Management.
https://www.valuebasedmanagement.net/methods_path_goal_theory.html
60. Student will describe personal application HDF290 This outcome was seen during In order to complete the tasks for the day, I had to change my behavior based on the
of the above theory (House) my experience working as an followers’ needs and behaviors. At the time, with the project that needed to get done I had to
office manager. take on more of a directive approach. This is because the work that needed to be done was
brand new for people , so I couldn’t be more supportive of the work. I had to really sit down
and explain what to do and how to do it in order to direct people to follow the correct line of
action for completion.

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

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

Leadership Substitutes Theory

of the above theory

Models of leader emergence
66. Student will describe the impact of traits

on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural BIO396 this outcome was seen in the One of the most prominent examples for this from the class, comes from a section in the
anthropology / paradigms relate to class by doing readings that look book (Superior : The return of Race Science by Saini) where we talk about race. Race is a
leadership into how biological societal concept wrapped up in a biological ribbon. We see how race has developed into
advancements have effected something it shouldn't, and racial pseudoscience had developed because of this . Prominent
society. biological figures like Darwin and Mendel were actually big pushers of these thought
processes as they believed some people to be superior of others. We see how biological
advancements since then are riding fo this wave. We see today how leaders in society (ie.
doctors, legislators) still perpetuate these false narratives and how it has had a shift in our
society.
Saini, A. (2020). Superior: The return of race science. 4th Estate.
70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of EDC103G This outcome was talked about and Harro’s cycle of socialization is basically a circle of events that will happen in life. IT follows hoe the
the “Cycles of Socialization” (Harro) discussed in this class. socialization process happens, what source it is from, how it effects our lives, and how it is
theory and its uses in leadership perpetuated. The parts are:
1. The beginning - We are all people born with no guilt or blame
2. First socialization - We are first taught information by parents, relatives, and teachers that first
teach us our norms
3. institutional and cultural socialization- We are reinforced information from institutions such as
school, medicine, and churches, as well as culture (song lyrics, media, etc)
4. Enforcements - These include privilege, discrimination, empowerment, and stigmatization
5. Results - All of how these factors result in silence, anger, guilt, ignorance, and other feelings of
internalization of patterns of power
6. Make a change or don’t - You could move forward with the intention of direction for change such as
raising consciousness, educating and questioning or not.
7. The cycle starts again
Cycle of socialization - university of Washington. (n.d.). Retrieved January 19, 2023, from
https://depts.washington.edu/fammed/wp-content/uploads/2018/06/
Cycle_ofSocializationHandout.pdf

72. Students will demonstrate personal EDC103G This outcome was seen when I I am originally from Iraq, and went to go visit family in 2021. I remember seeing how different our lives
application of the “Cycles of visited my family in Iraq were, and how while we still hold similar basic beliefs, there was a strong contrast in how we
Socialization” (Harro) interacted with the world. Some things that I thought were not correct actions, I would try to speak out
against it to my family and try to follow through on Harro's cycle of socialization by educating to
prevent future generation from enduring a more negative cycle of perpetuation and stigma.
Recently, I was on a phone call with my family. They were just checking in on me, and we were talking
about whether or not I would be bale to see them this summer. We also somehow ended up talking
about the issue going on in Iran about women's freedom and rights. I noticed that some of the
arguments they made were influenced by the media they consume, and it took some effort to show
them that the arguments they were making were not factual, and were actually very harmful. This
utilized the cycle of socialization, as we can see how enforced some institutional beliefs are within
people, and that it can result in a negative outcome. They only way to make a change in this scenario
would be to have a healthy dialogue and an open conversation.
73. Student will demonstrate knowledge of EDC103G This outcome was talked about and Harro’s cycle of liberation contains a lot of graphic presentations of it. With it, you can see the 'cycle
the “Cycles of Liberation” (Harro) theory discussed in this class. like traits that characterized the socialization process that teaches us our roles in oppression.”. It
and its uses in leadership follows the following steps:
1. Getting ready - empowerment of self, gaining inspiration, and dismantling
2. Reaching out - moving thoughts and ideas out of your own self and reaching out to others.
3. Building community - Working with others , both like us (for support) and different from us (to
question assumptions, rules, etc).
4. Coalescing - organizing, action planning, lobbying, etc
5. Creating change - transforming institutions and creating new culture
6. Maintaining - integrating new actions systemically
Cycle of Liberation Bobbie Harro. Jennifer Hofmann. (2020, June

19). Retrieved January 19, 2023, from https://
jenniferhofmann.com/cycle-of-liberation-bobbie-harro/
74. Student will demonstrate personal EDC103G This outcome was seen during my This cycle can be thought of on a smaller scale compared to the much bigger one that I first imagined
application of the “Cycles of time as a volunteer at Beacon when reading about it. At the hospice, the staff wanted to set up a different system in order to help
Liberation” (Harro) Hospice . residents get the most of what they were enduring. So, we started by getting ready to add new
activities. After that, we reached to to people higher up who could help us out with that, and built a
small niche community around that. Finally, we organized all of the new activities to be added and
created change through that. We were able to maintain this as staff continue to run through new ideas
to make the experience as enjoyable as can be.

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 EDC103G This outcome was seen in this class The racial identity development can be broken down into 7 parts:
racial identity development (Cross & as we were covering BLM protests. 1. Naivete - early childhood innocence
Fhagen-Smith; Rowe, Bennett & 2. Conformity - strong belief in the universality of values and norms
Atkinson; Ferdman & Gallegos; Kim; 3. Dissonance - obliviousness breaks down when White people become aware of inconsistencies
Horse; Renn etc.) 4. Resistance + immersion - White people begin to question and challenge their racism, and for the
first time they realize what racism was actually about. Feelings of anger and guilt may ensue
5. Introspection - less motivated by guilt and defensiveness, accept their whiteness, and seek to
identify their own identity.
6. Integrative awareness - Understand themselves as a racial being, aware of sociopolitical
influences, and appreciation of diversity
7. commitment - being committed to antiracist action/ consequent change in behavior
Rowe, W., Bennett, S. K., & Atkinson, D. R. (1994). White racial identity models. The
Counseling Psychologist, 22(1), 129–146. https://doi.org/
10.1177/0011000094221009
78. Student will demonstrate personal EDC103G This outcome was seen during an in We were exploring our own developments through this model, for me:
application of model(s) of racial identity class discussion, where each group 1. Naïveté - as children we only know what we see and understand from people around us
development above following discussions selects a 2. Conformity - You understand and are used to the universality of the norms
leader to cover the topic. 3. Dissonance - Become aware of racial inconsistencies in school, work, especially during the 2008
elections
4. Resistance + immersion - Felt as though during the BLM protests, this is the stage I felt that I am at
5. Introspection - Accept my own race, and be comfortable with myself and identify my own identity
6. Inegrative awareness - become aware of future sociopolitical issues and appreciate diversity
7. Commitment - consequent change in behavior by following through on establish values.
I saw this outcome occur again in my BIO396 class. At the start of the class, we were learning bout
our own implicit biases prior to reading the texts required, and discussed and reflected on it. We saw
how naiveté, conformity, and dissonance took root of a major part of everyone’s lives. Then we
discussed what are some things that shocked us into challenging our previous beliefs, and how to
become more aware of them. Finally, by the end of the class, there is a commitment for consequent
changes in our behavior based on the values we established from the beginning of class.
79. Student will demonstrate knowledge of EDC103G This outcome was seen in this class We looked into a research work that was done by Bussey and Bandura where they had found
models related to gender / identity / as we were covering gender and children, as young as 4, playing with toys. They said that they were ‘feeling good’ when playing with
gender identity development (Lev; sexuality. gender appropriate toys, and ‘feeling bad' when the opposite was happening. We see the relation
Bussey; Bussey & Bandura; Bilodeau; between the development of gender related thought and action from social cognitive theory. Their
Gilligan; Belenky et al; etc.) results supported social cognitive theory that evolution and regulation of gender conduct shifts through
development.
Bussey, K., & Bandura, A. (1992). Self-regulatory mechanisms governing gender

development. Child Development, 63(5), 1236. https://doi.org/10.2307/1131530

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of SOC100 This outcome was seen in this class McIntosh believes that as a white person, she had always been taught about racism as a
McIntosh’s theory of privilege and its as we were covering what it means disadvantage but not that the other side fo this is that white privilege puts her at an advantage.
relationship to leadership to be privileged. Theorized that white people are deliberately taught not to recognize white privilege in a similar manner
where white men don’t recognize their male privilege.
McIntosh, P. (2019). White privilege: Unpacking the invisible knapsack (1989) 1. On

Privilege, Fraudulence, and Teaching As Learning, 29–34. https://doi.org/
10.4324/9781351133791-4

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 HDF290 During the HDF290 class, this In Hdf290, we learned about the relevant laws and policies related to issues of equity, as well as its
relevant laws and policies related to outcome was completed due to a place in leadership. For example, Title IX states that no person regardless of sex should be excluded
issues of equity and its relationship to mini-lesson that was partially form a educational public institution that receives federal funding. Another topic that this covers is
leadership (i.e., Title IX, Affirmative researched by students. sexual harassment/assault. In leadership, one example of this would be a school administrators
Action, Protected Classes, etc.) requirement of reporting such a case. Leaders must also ensure that they are acting appropriately and
fairly to all people, regardless of gender, sex, race, etc. Affirmative action was introduced as a set of
procedure to help remove unlawful discrimination. It is to ensure that, similarly to Title IX, that
everybody has a fair chance. It is especially utilized int he workplace, where for leaders, in the hiring
process, are able to make the correct decisions.
US Department of Education (ED). (n.d.).Â Title IX and Sex Discrimination. US Department of
Education. https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html
Cornell Law School. (n.d.).Â Affirmative Action. LII / Legal Information Institute. https://
www.law.cornell.edu/wex/affirmative_action
87. Student will show knowledge of effective SOC100 This was covered in a discussion for A change agent is someone who promotes change, as well as enables it to happen within a group or
leadership as it relates to change agency this class. We had to learn about this organization. They act as a catalyst for change management process. They must have certain
before discussing examples of being qualities in order to be effective leaders as well:
a change agent in class. 1. Flexibility - Being able to tap into creativity of others by connecting with different kinds of people
2. Diversified knowledge - leaders are not stuck within the confines of their own industry and try to
stay ahead of the ins and outs of what is happening in their industry.
3. Prioritization - To create change, it is important to tie a specific priority/ies to overall goals.
4. Accountability + Responsibility - People respect courage and accountability, and in order to lead
effectively, these are necessary.
5. effective listening skills - Effective change agents that act as leaders are able to explore
perspectives and take it into account. This goes into active listening skills that are necessary
overall in leadership as well.
Qualities of Effective Change Agents. michiganstateuniversityonline.com. (n.d.). Retrieved January 19,

2023, from https://www.michiganstateuniversityonline.com/resources/leadership/qualities-
of-effective-change-agents/

88. Student will describe personal examples SOC100 This outcome was seen at my The business was having an issue with inventory for the frames and the system for it needed to be
of being a change agent internship at an optometrists office. changed. To act as a change agent, I had looked into a new system where we could input inventory.
Once I found it, I looked into the specifities of the new system and once I gathered more information I
let the doctor know. Once she looked into it as well and decided that she liked the idea, we switched
into a new system.
89 Student will demonstrate knowledge of

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

application of the “Model of Intercultural
Sensitivity” by Bennett

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

application of the Action Continuum by
Griffin & Harro

Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of

the Multicultural Change Intervention
Matrix
97. Student will create a personal code of SOC100 In this class, we had to do a lot of My personal code of inclusive leadership can be broken down into these parts:
inclusive leadership reflective journal species that made 1. Need to be made aware of your own biases
you look into you r own biases. With 2. Have humility - being modest about capabilities and admit mistakes
that, we were introduced to creating 3. Cultural intelligence - being attentive and adaptive of other people's cultures and traditions
a new personal code of inclusive
leadership
Outcome Category: Critical Thinking


98. Student will show knowledge of principles BIO396 One of the first things that we had to There are several principles attached with hot to critically think. In the class mentioned, it was
of critical thinking and fallacies (logic is learn in this class is how to think especially important as the topics being covered were very sensitive and difficult to talk about (ie.
used in this minor) critically. Historical examples of racism, sexism, abuse of powers, etc in the scientific community). Some of the
principles that we were taught was:
1. Gather all information - can not make a complete decision without ensuring that you have all
available resources ready
2. Understand and define all terms - You have to ensure that you actually know what you are talking
about, and are able to properly define the terms being used
3. Question conclusions - if a statement is being made think about what brought someone to come
up with their belief, and why they would reach such a conclusion
4. Question the resources - It’s great if you are able to collect all relevant resources, however it is
also important to question where sources come from.
5. Understand your own biases and values - everyone carries some form of a bias without even
realizing it, and it is important to acknowledge it and work to separate yourself from it. \
Larson, L. (1994). PRINCIPLES OF CRITICAL THINKING. Principles of critical thinking.

Retrieved February 20, 2023, from http://www.wright.edu/~elliot.gaines/
criticalthinking.html
99. Student will demonstrate proficiency of BIO396 One way that I had to demonstrate While leading a class discussion with my partner, we were given the topic of Mendel's experiments in
critical thinking this outcome was in the BIO396 the Holocaust and human zoos around the world. The point of it was to compare it with biology and
class where we had to lead a class see what kind of biological implication sit had. Leading the class on these topics was not very easy,
discussion. and we wanted to make sure that we spoke very eloquently while still ensuring that the harder
conversations were had. To do this, we needed to rely on principles of critical thinking . Specifically,
gathering all information and questioning sources was significant for our discussion.
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 I utilized several of the decision There are several decision making methods that can be utilized by anyone. The five most used ones
decision making methods making methods in my HDF 290 for me are: brainstorming, voting, trial and error, consulting, and pro/con technique.
class during group presentations. - Brainstorming is when, especially during group presentations, all the members have discussions
regarding topics/ideas. This is incredibly useful in that it’s great to have many ideas out in the
open, so that you can have multiple options when trying to make decisions.
- Voting is by far one of the most common method used for decisions making. It is the simplest way
to make a decision. Simply put, the group takes a vote, and the idea with he most votes is the one
decided on. One way that this can be irritating to use is that not everyone will agree on what to do,
and the difference between the ‘majority’ and ‘minority’ votes can be very small.
- Trial and Error is a lesser used decision main process for me in a bigger group, but is used more
either alone or with a smaller group. it is when you make several attempts until you reach success.
This approach is especially great in personal decision making as it allows room for one to grow
from their errors, until they reach the results they want.
- Consulting is a great decision making method, as you literally consult with someone to help you
figure things out. This is used so much in everyday life, be it with counselors, advisors, teachers,
etc. When consulting, you speak to someone you trust or who might have more information than
you, to help make an informed decision.
- Pro and Con technique for decision making is a quick way to help make an informed decision.
Simply, you make a pro list that are arguments for a specific decision, and your con list would be
arguments against the decision. Following this, you would evaluate what your list looks like, and
make a decision based off of what side holds more weight.
103. Student will describe personal examples of EDC103G Presenting a multimedia service The 5 aforementioned decisions making methods were used during this experience.
having used five decision making methods learning group project covering
gender and sexuality 1. Brainstorming - We had an established topic (gender and sexuality), however since it was such a
large and vague topic, we had to brainstorm ideas in order to try to get the ball rolling. This leads
to #2.
2. Voting - after brainstorming our ideas, our group voted on which ideas we wanted to cover, and
went by majority.
3. Trial and error - This was a more personal decisions making method. For me, I was struggling to
find correct research work that covered the specific topic, and was constantly in a state of trial and
error, until I finally ‘got’ what I needed to get.
4. Consulting is a decisions making method that was heavily used. Our team when brainstorming,
came up with potential people to interview and consult throughout the project.
5. Pro and con - This was used when trying to figure out what’s the most effective media to use
during the project. Since it was a multimedia project, our team had to weigh out pros and cons of
including whatever types of media to add =.

104. Student will show knowledge of at least five COM100 I saw this outcome in action in my In this class, we went into depth about how to successfully manage conflict and solve problems. The
problem solving / conflict management COM100 class, where one of the steps can be broken down in the phrase CARE:
methods, as well as understanding the first lessons we learned was how to C- communicate: expressing how you feel about a conflict, and trying to sort through emotions and
roots of conflicts deal with conflict management/ fact is greatly beneficial
problem solving. A - actively listen : It helps to listen to the other person without interrupting, and truly try to
understand and absorb their words
R - review options: Think over the options and try to find a solution that would benefit everyone.
Compromise is big in situations like these.
E - “end” : The end goal is to try to come up with a solution that would benefit both sides. The goal is
to make sure that the outcome solution is not going to be the future cause of another conflict.
Williams, A. (2018, January 2).Â Resolving Conflict in 4 Steps. First Tee. https://
firsttee.org/2017/03/13/resolving-conflict-4-steps/
105. Student will describe personal examples of HDF417 This outcome was seen during my There are many problems or conflicts that can come up with patients. One example that comes to
having used five problem solving / conflict internship experience mind was when a patient was having issues with the billing system. I utilized the above steps to
management ensure that it was managed. The patient and I both communicated regarding their billing issue, with
them explaining how they had made an error and me letting them know how our billing system is
operated. I made sure that I actively listened to the patient, and provided feedback based on that. I
reviewed options with the patient so that hopefully their issue would be solved. Following this, the
‘end’ was followed up with a week later when they let me know that their conflict was resolved, and
they utilized one of my suggestions.
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 EDC103G This outcome was seen when it James and Wooten have developed an array of tools that are supposed to be effective in
leadership that is used in crisis (i.e., James was taught in class . I was leadership during a crisis. They state that during a crisis, flexibility, creativity, and agility
& Wooten; Garvin; Covey; Frohman; researching something for a are key team competencies. The steps that need to be taken are:
Lalonde; Schoenberg; Joni; Braden et al; project related to crisis and cam 1. Establish purpose and accountability - you identify the purpose and set the terms for how
etc.) eacross this. team members should be held accountable to each other
2. Ensure effective team culture norms - these include seeing failure as learning, embracing
complexity, and cultivating individual and team resilience.
3. Continue to empower and adapt - this helps the team to quickly respond to changing
situations
They also made a note that the charismatic leader is typically the one that will emerge
during a crisis and ensure the team’s goals are still met. They are excellent at not only
managing their team, but reverting focus back to original issues.
James, E., & Wooten, L. (2020, July 29). Building an effective crisis leadership team.
James + Wooten. Retrieved March 29, 2023, from https://jamesandwooten.com/
building-an-effective-crisis-leadership-team/
108. Student will describe examples of EDC103G This outcome was seen at my job During COVID lockdowns, I was working as an office manager. With this, I had to learn
leadership in crisis situations (i.e., when COVID lockdowns first how to manage this cirrus as everything was turned not something different than what we
application of James & Wooten; Garvin; began. were used to. When we first went virtual, I ensured the the above steps were used, and was
Covey; Frohman; Lalonde; Schoenberg; very helpful during the transition:
Joni; Braden et al; etc.)
1. Establish purpose and accountability - The terms for what was still expect to be done
were set, and everyone was accountable for themselves and to a certain extent others.
2. Ensure effective team culture norms - seeing the failure of in person as an opportunity to
learn about virtual
3. continue to empower and adapt - eventually going to hybrid and having to learn how to
balance that
Outcome Category: Interpersonal and Organizational Concepts & Skills


109. Student will demonstrate knowledge of COM100 This outcome was both learned in The first day of class, our lesson covered active listening, and what it truly means. Some techniques
active listening techniques COM class and used in action include:
during the entirety of it. - Paying attention : sometimes it's hard not to let your mind wander when someone is talking. It is
making sure that the other person gets their entire point across before speaking.
- Reflect: Active listening is not only paying attention, but it’s also making sure that you understood
the other person correctly. One way to achieve this is to say “It sounds like you’re…”, or “When you
said…. Did you mean…”
- Summarize: Restating the key themes of what the other person said helped to confirm that you
understood the other person's point of view.
Use 6 Active Listening Skills & Techniques to Coach Others. (2022, January 7). CCL. https://
www.ccl.org/articles/leading-effectively-articles/coaching-others-use-active-listening-
skills/
110. Student will describe examples of using HDF417 This outcome was used during my Actively listening to someone is something that we are told to do but I think don’t realize how much
active listening skills internship experience. effort goes into it. You are not simply hearing someone out, but are also providing them with feedback
and making sure that they feel actually ‘heard’. A patient mentioned to me in passing about an issue
they were having and made a joke that they felt as though they were going blind. I actively listened
and asked appropriate follow up questions during their testings. Following this, I brought up the issues
to the doctor before she saw them in the exam room, and we found that they showed systems of
glaucoma.
This outcome was seen again during my presentation for my WRT201 class. At the end of our
presentations we receive critiques based on peer reviews, and have to adjust part of our
presentations accordingly. To do this, the above steps were followed:
1. Paying attention: making sure that I understood exactly what people were saying, and be able to
utilize the information
2. Reflect: Thinking back to what I could have done differently, along side with people's critiques to do
better.
3. Summarize - Before making changes, I made a list of the suggestions and then began the work.

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)

113. Student will show knowledge of techniques HDF417 This outcome was used during the When giving feedback it is important to remember to:
regarding giving and accepting of feedback actual ‘class’ portion of the 1. Balance content; It is important to focus on both strengths and weaknesses.
internship. 2. be specific; this includes providing examples of behaviors or actions
3. be realistic; someone can not change overnight, so make sure to give feedback over what
someone has control over.
4. continue offering support; feedback needs to be continuous to be effective
When receiving feedback it is important to :
1. understand the message; you need to really know what is being said to you
2. Be aware of responses; tone and body language is significant, and you need to be attentive so that
it indicates that you value the other person’s feedback
3. Listen to the feedback; this is a given, however it is important to actively listen and not interrupt
someone when they are trying to provide feedback
Receiving and Giving Effective Feedback | Centre
for Teaching Excellence. (n.d.). https://
uwaterloo.ca/centre-for-teaching-
excellence/catalogs/tip-sheets/receiving-
and-giving-effective-feedback
114. Student will describe examples of giving HDF417 This outcome was used during my A part of the internship was to sit down with the supervisor and receive feedback on our performance.
and accepting feedback. internship experience. Prior to this, we had learned how to accept feedback. With the way the doctor gave the feedback I
was learning for myself how to give feedback to others in the future. These include being open to
constructive criticism and aware when receiving feedback, and concentrating on actions when giving
it. With this, we are able to move forward for the better.
115. Student will show knowledge of the 7D

coaching model (Knott)

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- SOC100 This outcome was seen in the class Debriefing is a structured process that is designed to continue plan evolutions while they are being
briefing techniques when we talked a little about executed. This allows for accelerating project, strengthens relationships, and fosters team learning.
debriefing techniques. Some techniques include:
1. Schedule a regular time and place - making a debrief expected allows for everyone to adopt a
learning mindset
2. Create a learning environment - expectations should be set in a way where it i understood that
learning is the most important point during this
3. Review key questions : What are we trying to accomplish, Where in our objectives was there a hit
or miss? What caused the results?What should we start, stop, or continue doing?
4. Codify lessons - capture lessons in a format that is easy to utilize for later reference/use.
Shapiro, M. (2015, July 2). Debriefing: A simple tool to help your team tackle tough problems. Harvard
Business Review. Retrieved March 10, 2023, from https://hbr.org/2015/07/debriefing-a-
simple-tool-to-help-your-team-tackle-tough-problems
122. Student will demonstrate proficiency of de- SOC100 This outcome was seen during my During a staff meeting, the doctor went through the whole debriefing process with me. at the time, we
briefing techniques internship experience at an had some new hires, and we worked together on creating an effective debriefing. We scheduled a
optometrist’s office. regular time and place for the meeting, ensured that the office is keyed as a learning environment
(most new staff were people interested in optometry), reviewed key questions, and copied lessons by
printing them out.

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

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 COM100 This outcome was completed due to In COM100, there was a lesson done on how to work with and communicate with difficult people that
for working with difficult people a lesson in this class on strategies you work with. One essential skill that was hounded on was listening. Listening to people makes them
and skills to utilize in these kinds of feel seen, heard, and respected. Something simple like that can help to minimize how difficult the
situations. In other experiences, I conversation/situation is. The next skill that was learned was to not judge and look for the hidden
use this outcome especially at work need. One thing that the ‘difficult person' might be trying to do is express themselves, however
when dealing with difficult people. sometimes it might get translated poorly by the recipient. Trying to understand the person's intentions
is crucial in these situations. Another technique to be done is to 'debrief'. Talking things over with
someone else can help to gain perspective on not only the other person, but on yourself as well. It can
help you see what you might be doing right/wrong in communicating.
Parkway, B. (2015, March 3).Â 20 Expert Tactics for Dealing With Difficult
People. Psychology Today. https://www.psychologytoday.com/us/blog/
living-the-questions/201503/20-expert-tactics-dealing-difficult-people
131. Student will describe personal examples of HDF417 This outcome was used during my I used the above skills when dealing with difficult patients. I especially made sure to not get lost in
using techniques to work effectively with internship experience. translations. Often times these ‘difficult’ patients are people who have poor health and are struggling
difficult people with it. I learned to make sure that I should not take things personally, and instead try to understand a
situation form the other person’s point of view. One way to do this is mentioned as well, and is to
actively listen to to the other person. When using these steps, it is easier to work with difficult people,
and the overall experience is much improved for everyone involved.
132. Student will show knowledge of the stages HDF290 My classmate presented on this Tuckman describes the stages of group development in the following phases:
of group development (Tuckman/Tuckman topic in my HDF290 class. 1. Forming - when members of a group are first starting to get to know each other, and there is no set
& Jensen, Bennis or others) plan, just social interaction, and roles are set.
2. Storming - Once these strangers get to know each other, they must be open minded with each
other and basically able to ‘take criticism’. Roles can get re established at this stage.
3. Norming - After storming stage, this is when members are able to begin their productivity. They just
have open communication to avoid future conflict.
4. Performing - Team is extremely efficient and trust each other.
5. Adjourning - After the performing stage, where goals are met, this is a reflection phase.
West Chester University. (2020, October 30).Â Tuckman’s Stages of Group Development -
West Chester University. https://www.wcupa.edu/coral/
tuckmanStagesGroupDelvelopment.aspx

133. Student will describe personal examples of EDC103G This outcome was completed due to For a final group project presentation, my group and I went throughout the stages of group
group development in use (Tuckman/ a group presentation in this class on development.
Tuckman & Jensen, Bennis or others). a social justice issue. 1. Forming - Following the announcement of which social justice issues we can pick, groups were
formed based off of that. Following joining of the groups, we spent a day in the class just getting to
know each other, as well as talking about our social justice issue generally.
2. Storming - The next class day, we all came in with a plan to brainstorm what specific issue we
wanted to cover. We all had done some research on it beforehand, and talked about it with each
other as a group.
3. Norming - After we all presented on our brainstorming ideas, we voted unanimously for what our
topic should be and how to go about it. We had an open communication where we talked about
what we wanted to cover, as well as what our own personal deadlines should be. Following our
solo work, we would join together as a group and look over each other's work to make sure nothing
was missing.
4. Performing - During this stage, we had completed critiquing each other's work and begun to
practice together as a group before our presentation date.
5. Following this, our group talked about how we did, and checked our rubrics to reflect.
134. Student will show knowledge of group roles WRT201 This outcome was seen in this class There are several factors that go into a group's development,. Everyone has a diversity of skills that
and how they contribute to group dynamics when we would work on group they bring to the table, and that can be seen in the types of roles that get played during a group’s
(Johnson & Johnson; Benne & Sheats; discussions. performance. Specifically, these roles are:
Knowles & Knowles; etc.) 1. Leader - the person who ensures that team objectives are clear
2. Challenger - person who questions parts of the process to drive better results
3. Doer - encourages people practically
4. Thinker - contributes mainly to brainstorming and thinks through ideas
5. Supporter - eases tension
Team Roles | StudyHub. (n.d.). https://studyhub.fxplus.ac.uk/study-guides/teams-groupwork/
activities/team-roles
135. Student will describe personal examples of HDF417 This outcome was seen during my Group development was seen during a time in my internship where we had to work with a teach team
group roles and how they contribute to internship expereince for our healthcare software. We use a specific site that holds all of the patients’ information, and at a
group dynamics (Johnson & Johnson; certain point the site was down and had to be rebooted for every office that used it. To do this, we had
Benne & Sheats; Knowles & Knowles; etc.) to work with the tech team they had in order to make sure that everything would run smoothly. We
formed as a team and stormed all the positives and negatives about what we had used int he past to
improve our office’s software. Following this, it became normal where everyone knew what roles they
needed to do to keep everything running smoothly. When software was all set, it was time to adjourn
the group.

136. Student will show knowledge of effective WRT201 This outcome is seen in this class as Some of the skills mentioned during lecture included:
memberships skills in groups we were learning about important 1. Work for a consensus on decision
membership skills in group prior to a 2. Consider and use new ideas and suggestions from others
group project. 3. Encourage feedback on own behavior
4. does not engage in win/lose activities with other team members
5. Own problems and not blame it on others
The skills mentioned are all incredibly significant as it allows for goals t be met with little issue. It also
might encourage relationship building and with that, future networking.
Kathleen A. Hansen and Nora Paul. (2015, October 21). 1.3 team membership skills.
Information Strategies for Communicators. Retrieved April 08, 2023, from
https://open.lib.umn.edu/infostrategies/chapter/1-3-team-membership-skills/
137. Student will describe personal examples of WRT201 When working on a group project, We were able to utilize all of the suggested skills during our group project:
membership skills in use we had to learn how to effectively 1. Work for a consensus on decision for what topics to do our project on and how to go about it
utilize the above skills . 2. Any and all ideas suggested were welcome and we would vote on what seemed like the best idea
for the project
3. encourage feedback on our own behavior by offering suggestions to each other
4. Does not engage in win/lose situations with members because we all understood that the main
objective was completion of our project, not who could ‘one -up’ the other.

Challenge and Support theory by Sanford,
and its relationship to organizations

using the theory of Challenge and Support
(Sanford)

140. Student will show knowledge of the COM100 This outcome was completed from a How to construct an informative/persuasive speech was a big element in the COM100 class. The
construction / elements of informative and direct result of a persuasive speech steps for both informative and persuasive speeches were:
persuasive speeches requirement in this class. In other 1. Attention step
experiences, I utilize persuasive 2. Establish credibility
speeches in other classes as well. 3. Thesis statement
4. Brief overview of main points
5. Transition smoothly into each main point
6. Wrap up/conclusion
In this way, both informative and persuasive speeches are similar. One way in which they differ is that
while informative speeches are to, simply inform, persuasive speeches focus a lot on why. For
persuasive speeches, the speaker has to make sure that the audience understand why they should
care.
UAF. (n.d.).Â Resources | UAF Speaking Center | UAF Speaking Center. University of Alaska Fairbanks. https://
uaf.edu/speak/resources/
141. Student will demonstrate proficiency in

informative and persuasive public speaking
142. Student will show knowledge of planning HDF290 This outcome was completed from In HDF290, we had to conduct an interview with someone considered an expert in a career field that
and conducting interviews (as the a direct result of a synthesis paper we wish to pursue. So, in order to plan for the interview, I realized that the main thing to be done was
interviewer) requirement in HDF290. to look into background information. I looked at my interviewee’s background, business, and and
planned the interview accordingly.
During the interview, as the interviewer, I had to maintain a calm and steady pace with the questions
that I was asking, as well as come up with follow up questions on the spot. I wanted to be thorough,
not just for the paper's sake, but also for the fact that I get to learn from someone with valuable
information. I had to follow a steady structure from the outline of my notes, and utilize good listening
skills to ensure that I was truly understanding what was being said. Finally, I also made sure to thank
the interviewee properly.

planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

preparing for and being interviewed
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 EDC103G During a multimedia project Some ways to build relationships between leaders and members mentioned in class were:
relationships between leaders and group presentation in my 1. ask questions - When interacting with one another, it is important to ask questions to
members EDC103G class, where the build on the relationship
members of the groups roles 2. really listen - goes back to active listening, but it is important to ensure that the person
were picked. speaking is truly being heard and understood.
3. Encourage others to take a chance on something - giving others the opportunity to grow
4. Having courage to support others' decisions
On becoming a leader: Building relationships and creating communities. EDUCAUSE.

(2015, October 12). Retrieved April 10, 2023, from https://er.educause.edu/
articles/2015/10/on-becoming-a-leader-building-relationships-and-creating-
communities#:~:text=Ask%20questions%2C%20really%20listen%2C%20and,ca
n%20do%20to%20help%20lead.

153. Student will describe personal examples of EDC103G During a multimedia project Whenever you put a group of strangers together and have them work towards something,
building relationships with members as a group presentation in my you never know what you're going to get. However, in this class, we were also given roles
leader EDC103G class, where the that each member had to enact. In order to establish some form of a relationship between the
members of the groups roles leaders and the members, we spent our first class period instead of just talking about the
were picked. project details, but getting to know one another. We were allowed to get into our groups at
the last 30 minutes of class, and when we were in there we introduced ourselves and just
had a normal conversation. This allowed there to be some relationship between all the
members so that it wasn't just like working with a stranger. This also helps to establish more
trust, as you would feel more comfortable going up to a member/leader to ask question,
help, critiques, etc.
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 BIO102 I briefly was a mentor for the Some principles of effective mentoring:
mentoring, as well as problems particular BIO102 class and had covered 1. Intentional - Set intentions as a agreed upon set of goals and activities to help moth
to the mentoring relationship how to effectively mentor mentor and mentee
2. Inclusive - Create an inclusive space that is not intimidating for people to enter
3. Relational - both mentors and mentees are responsible for actively building a healthy and
productive relationship that includes effective communication and conflict resolution.
4. Holistic - nurture the development of the whole person by supporting growth that is both
professional and psychosocial
Some problems particular to this relationship are:

1. ineffective mentoring pairs - sometimes the way you mentor and the way the other person
needs to be mentored does not line up
2. Over dependence on mentor - this can occur when the mentee is too dependent on the
mentor and cannot grow professionally or psychosocially.
Four foundational principles of mentoring practice. Office of the

Provost - Northwestern University. (2023). Retrieved April
10, 2023, from https://www.northwestern.edu/provost/
faculty-resources/mentoring/four-foundational-principles-of-
mentoring-practice.html

159. Student will describe personal examples of BIO102 This outcome was seen during I had actually started this class doing very badly on assignments and tests. I went to a
mentoring and being mentored my entire experience for this mentor and they helped me out a lot and I was able to end the semester with a good grade.
class They mentored me by listening to my specific issues and targeting anything that they
thought I was lacking in. Going to them, I had felt comfortable, and was able to be very
productive with them. Following this, the next semester, I signed up to be a mentor for
BIO102 and utilized what I had seen.
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

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 !4

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Outcome Category: Self-Leadership

Leadership Inventory Revised 08/22/2017 !7

HabioApp. (n.d.).Â Self-Discipline for Students: 8 Genuine Secrets to Achieving

More in Less Time. Habio App. https://habio.app/blog/self-discipline-

Leadership Inventory Revised 08/22/2017 !8

Centers for Disease Control and Prevention. (2021, November 30).Â

Leadership Inventory Revised 08/22/2017 !9

Stanford Prison Experiment: Role-ing With It – Academy 4SC. (n.d.). https://academy4sc.org/video/

Leadership Inventory Revised 08/22/2017 !10

11. Student will describe goals and objective

12. Student will show evidence of goals and

Leadership Inventory Revised 08/22/2017 !11

Existential Paradigm Self-actualization TheoryÂ [Slides]. PDF. https://www.nwosu.edu/

Leadership Inventory Revised 08/22/2017 !12

Organizational Dynamics, 19(4), 18–35. https://doi.org/

Leadership Inventory Revised 08/22/2017 !13

Outcome Category: Leadership Theories

Frederick Taylor and Max Weber. (2016). Monmouth College. https://department.monm.edu/cata/mcgaan/Classes/

Frederick Taylor and Max Weber. (2016). Monmouth College. https://department.monm.edu/cata/mcgaan/Classes/

Leadership Inventory Revised 08/22/2017 !15

A. (2017, October 30).Â Management by objectives (Drucker). Communication Theory. https://

25. Student will show knowledge of “Theory

26. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !16

Brilliance Publishing. (2012, March 21).Â Principle-Centered Leadership by Stephen R. CoveyÂ

[Video]. YouTube. https://www.youtube.com/watch?v=y4huMlm2NFI

Leadership Inventory Revised 08/22/2017 !17

32. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

37. Students will demonstrate knowledge of

38. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !18

LeadershipÂ® Management and Leadership Training. https://situational.com/situational-

Leadership Inventory Revised 08/22/2017 !19

1. Empowerment - Having to give trainees power to do some independent work to gain

Leadership Inventory Revised 08/22/2017 !20

45. Student will demonstrate knowledge of

46. Student will describe personal application

47. Student will show knowledge of the

48. Student will describe personal application

49. Students will demonstrate knowledge of

50. Students will describe personal

51. Students will demonstrate knowledge of

52. Student will describe personal application

53. Student will demonstrate knowledge of

54. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !21

Western Governors University. (2021, March 23). What Is Charismatic