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. 


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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

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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.

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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

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

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

Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

1. Student will demonstrate autonomy and a
minimized need for approval
PSY 255 In PSY 255, I learned that Autonomy and a minimized need for approval are two essential traits that
every student should possess. Autonomy refers to the ability to make decisions independently without
being influenced by others, while a minimized need for approval means that one does not seek
validation or acceptance from others. It was discussed that in todays society social media dominates
our lives, it is easy to fall into the trap of seeking constant validation from others. However, students
who demonstrate autonomy and a minimized need for approval are more likely to succeed in their
academic and personal lives. When I am given the freedom to make decisions about my education,
noticed that I became more engaged in the learning process.

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2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
PSY255 In PSY 255 (Health Psychology), I learned that Self-discipline is an essential trait that every student
should possess. It is the ability to control oneself and adhere to a set of rules or principles. Self-
discipline is crucial in achieving success, both academically and personally. Personal self-discipline
involves controlling one's emotions and behavior. As a student, I have learned to manage my time
effectively by prioritizing tasks based on their importance. Organizational self-discipline involves
maintaining orderliness in one's surroundings. I ensure that my study area is always clean and well-
organized. This helps me focus better on my studies without any distractions from cluttered spaces.
Academic self-discipline involves adhering to academic standards set by institutions of learning. I
always attend classes regularly and actively participate in class discussions. Additionally, I submit all
assignments on time. Autonomy helps students develop critical thinking skills. When I have the
freedom to explore different ideas and perspectives, I learned how to analyze information critically and
make informed decisions. This skill is particularly important in today's fast-paced world where
information overload can be overwhelming. I feel as though not every test or assignment I complete
deserved validation because thats what I feel I am supposed to be doing. I learned that when students
learn how to trust themselves and their abilities, they become more resilient in the face of challenges
or setbacks. They also become less dependent on external validation for their self-worth.
PSY 255 In PSY 255, (Health Psychology) class we learned the importance of managing emotions dealing with
stress. Managing emotions is a crucial skill that helps individuals lead a balanced and fulfilling life. I
acknowledge my emotions and try to be aware of them without judgement.
HDF 190 Walking and Meditation In HDF 190, some of the stress management methods I learned and apply to my daily life are yoga
and mediation. As well talking to friends and family is always a good go to method of stress
management that I use.
HDF 190 Gym and Mindfulness I demonstrate stress management by going to the gym and practicing mindfulness and meditation
when Im feeling overwhelmed. Going to the gym regularly helps reduce stress by releasing
endorphins, which are natural mood boosters. Exercise also helps improve sleep quality, which is
essential for reducing stress levels. Mindfulness involves being present in the moment without
judgment or distraction. Practicing mindfulness meditation can help reduce anxiety and depression
symptoms while improving overall well-being. It allows me to focus on my thoughts and feelings
without getting overwhelmed by them. Working out at the gym and engaging in mindfulness exercises
together help reduce stress. The combination helps me develop resilience against stressful situations
while promoting emotional stability.
PSY 200 In my PSY 200 course I have expressed leadership in different ways, especially when it comes to
leading group projects and helping my peers. In my PSY200 course on Quantitive Methods in
Psychology we did a semester long group project on whether the use of either the circular, in-store
scanning device, or app have an effect on the ease of shopping, and/or the amount of money
spent? This project has a lot of complex parts and analysis that we had to do and I was there helping
my fellow peer/partner with concepts they didn’t understand in older to help the group flow as a whole.
HDF 190 In HDF 190 I learned about the ways to approach different ethical or unethical situations. I started off
by being honest with oneself and others. This means avoiding plagiarism or cheating in exams and
assignments. I am also be responsible for my actions and take ownership for my own mistakes and try
to learn from them.
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8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
HDF190 In HDF 190, I learned about the VIA Values and there importance. My top Via Values where
Creativity:Originality; adaptive; ingenuity. Humor: Playfulness; bringing smiles to others; lighthearted.
Perseverance: Persistence; industry; finishing what one starts. Judgement: Critical thinking; thinking
things through; open-minded and Social Intelligence: Emotional intelligence; aware of others motives/
feelings of self/others, knowing what makes others tick. These values are very accurate with my
morals and the way I live my day to day life.
Via Character Strengths Survey & Character Reports. VIA Institute On Character. (n.d.).
Retrieved April 2, 2023, from https://www.viacharacter.org/
HDF 190 I use my values in my everyday life, when it comes to decision making, socializing and completing
tasks. I use the Creativity strength to express myself creatively through my work and hobbies. I use
the Humor strength in awkward situations to lighten the mood swell as I use it to connect with friends
and brighten their days. I use the Perseverance strength by always pushing myself even when i fave
obstacles or problems along the way. Especially when it comes to schoolwork, if I don’t do as good as
I wanted to on a quiz or exam, I don’t lose courage and keep going. I use the Judgment strength by
thinking critically about situations and making sure to that the decisions I make will have a positive
effect on my future. Lastly, I use the Social Intelligence strength by being aware of my surrounding
and making sure I think through most decisions that I make before just reacting
PSY 301 - I first created both a text group In PSY 301 (Research methods/ Design in Behavioral Psychology) course I lead a group project on
chat & google doc which included “The Cognitive Process of Creativity and its Presence in Autism”. There was a lot of steps in the
me and 5 other group members making this project/presentation and ultimately we found out that children with ASD will display higher
- Next I assigned everyone a part of levels of creativity in this study because of their greater ability to enter into divergent thinking
the project in order to ensure that processes. But coming to this conclusion took a lot of leadership and collaboration skills amongst my
everything was equally done and group members and I.
nobody was to do more than
anyone else
- I made sure that each group
member was comfortable with
there assigned parts and we all
able to complete what was
assigned
- I then reviewed everyones parts
after being submitted to the google
doc to ensure that all the work
followed together for the assigned
parts
- Only one person per group was
supposed to submit the weekly
checkins, so I did that as well.
- I next created a slide show taking
everything from the google doc
and making it easier to present
and explain to the class.
- Finally I organized a group
meeting at the library before class
so we could practice the
presentation and to ensure us a
good grade.
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11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
PSY 477
PSY477 - Set goals
- Set timeline to achieve said goals
- Tracked my progress regularly
- Conducted research to figure out
different minor options
- Achieved said goals
In PSY 477 (Prep for Careers in Psychology) I used the O* NET Interest finder to help me find out
what my interests are and how they relate to the world of work. As well it helped me decide what kind
of careers I might want to explore based on those findings. As a student, it is essential to have clear
goals and objectives in both personal and career aspects of life. My personal goals include improving
physical health, developing better relationships with family and friends, and further pursuing my hobby
of drawing. Career goals involve acquiring new skills, advancing in a current job, or exploring new
career paths, in PSY 477 I was shown the different skills and ways to taylor my resume for certain
jobs to align with their values and the position I’d be applying for. Another important concept I learned
was that objective statements are crucial in achieving these goals as they provide a clear roadmap for
success. By setting specific goals and creating objective statements, I can stay motivated and focused
on achieving my desired outcomes. It is important to regularly review these objectives and adjust them
as necessary to ensure continued progress towards personal and career success. In terms of career
issues, the objective statement should be focused on achieving professional growth and development.
This could include obtaining additional certifications or degrees or gaining experience in new areas
related to my field. Community issues urge individuals to think beyond themselves and consider how
they might positively contribute to the development of society. The objective statement could include
volunteering for community service initiatives or joining groups that advocate for social concerns such
as environmental conservation or poverty reduction.
In PSY 477 (Prep for Careers in Psychology) I set my goal of improving my grades and figuring out
my minor. First of I created an action plan that outlined all the steps I needed to take to achieve those
goals. This plan included specific tasks that needed to be completed within a certain timeframe. The
time frame I set for myself was 2 weeks. Within those two weeks I dedicated almost all of my time and
energy into my schoolwork and researching different minors that go along with Psychology. By
keeping track of my grades and reviewing my completed assignments this ensured that I was on the
right track to achieving my goals. Ever since setting these goals in place I've been achieving them
way more successfully than prior attempts. By planning carefully, staying focused on the end goal,
monitoring progress regularly, and celebrating successes along the way, I demonstrated evidence of
successful goal-setting practices. These skills will serve me well throughout my academic journey and
beyond as I pursue future endeavors in life.
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17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
HDF 190 In class we discussed how
everyones results were unique to
each person, after talking with my
classmates it was really interesting
discussing our differences and how
each applied to our own specific
characteristics.
In HDF 190, my top strengths on the Strengths Quest were Adaptability: People exceptionally talented
in the Adaptability theme prefer to go with the flow. They tend to be “now” people who take things as
they come and discover the future one day at a time. Achiever:People exceptionally talented in the
Achiever theme work hard and possess a great deal of stamina. They take immense satisfaction in
being busy and productive. Competitive: People exceptionally talented in the Competition theme
measure their progress against the performance of others. They strive to win first place and revel in
contests. Discipline: People exceptionally talented in the Discipline theme enjoy routine and structure.
Their world is best described by the order they create. Belief: People exceptionally talented in the
Belief theme have certain core values that are unchanging. Out of these values emerges a defined
purpose for their lives. My reaction to these results were that they are extremely accurate to my
personality so I was not surprised when I saw my top 5 for each. These all fit in very well with my
talents and values.

18. Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus (MBTI),
LAMP, DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

19. Student will show knowledge of the

“Authority and Bureaucracy” theory of
leadership Weber

20. Student will describe personal application

of the above theory (Weber)

21. Student will show knowledge of the

“Scientific Management” theory of
leadership by Taylor

22. Student will describe personal application

of the above theory (Taylor)

23. Student will show knowledge of the

“Management by Objectives” theory of
leadership by Drucker

24. Student will describe personal application

of the above theory (Drucker)
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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
“Servant Leadership” theory of leadership
by Greenleaf
28. Student will describe personal application
of the above theory (Greenleaf)
HDF 190 Servant Speech
- Introduced myself, year, major
- Explained the basic definition of
what being a savant leader is.
- Explained what I felt being a
servant leader really is.
- I choose the listening
characteristic from the servant
leadership model and related that
back to my life/mom
- Described how important listening
is in the field of Psychology
- Explained what I will do with my
knowledge of the servant Leadership
model
HDF 190 Personal application of Servant
Leadership
- Volunteered at local community
events
- Understood different perspectives
and worked collaboratively
towards common goals
- Built relationships based on trust
and respect
In HDF 190 I learned about Servant Leadership. The 10 characteristics of Servant Leader ship are
Listening: Listening is essential for the growth and well-being of the servant leader, as it helps to
identify the ideas of a group and clarify it. Empathy:The servant leader strives to understand and
empathize with others, successful servant leaders are those who have become skilled empathetic
listeners. Healing: Relationship healing is a tremendous force for change and inclusion, and servant
leadership sees the chance to help in the healing of individuals with whom they come into contact.
Awareness: Awareness contributes in the understanding of issues regarding ethics, power, and
values. It allows you to see most situations from a more integrated, broad perspective. Persuasion:in
making organizational choices. Rather than pressuring participation, the servant leader strives to
persuade people. Conceptualization: Leaders who want to be servant leaders must broaden their
thinking to include broader-based conceptual thinking. Foresight: Foresight is a trait that enables the
servant leader to understand the lessons of the past, the realities of the present, and the potential
outcome of a future choice. Stewardship: it requires a dedication to serving the needs of others. It also
emphasizes the importance of transparency and persuasion above control. Commitment to the
Growth of People: A servant leader acknowledges the responsibility of doing everything in his or her
power to support the personal and professional development of employees and colleagues.Building
Community: Servant leadership means that true community can be formed among individuals in
businesses and other organizations.
Greenleaf, Robot. K. Servant Leadership: A journey into the nature of legitimate power and
greatness. Paulist Press, Mawah NJ 1977, 1991, 2002 Spears, Larry C. Diary of Alpha
Kappa Psi (Article: Servant-Leadership). Gary L Epperson, CAE. Spring 2008
In HDF 190, I learned that Greenleaf’s theory of servant leadership is a powerful concept that has the
potential to transform individuals and organizations. As a student, I have personally applied this theory
in my life, and it has helped me become a better leader. One of the key principles of servant
leadership is putting others first. This means that leaders should prioritize the needs and interests of
their followers over their own. In my personal life, I have applied this principle by volunteering at local
community events. By serving others, I have been able to develop empathy and compassion for those
who are less fortunate than me. Another important aspect of servant leadership is listening actively to
others. This means that leaders should be attentive to the needs and concerns of their followers and
take action to address them. In my academic life, I have applied this principle by actively listening to
my classmates during group projects or discussions. By doing so, I have been able to understand
different perspectives and work collaboratively towards common goals. Servant leadership
emphasizes the importance of building relationships based on trust and respect. Leaders who practice
this approach are more likely to inspire loyalty from their followers because they demonstrate genuine
care for them as individuals rather than just as workers or students. In my professional life, I have
applied this principle by building strong relationships with my colleagues through open
communication, mutual support, and shared goals.
Greenleaf, Robot. K. Servant Leadership: A journey into the nature of legitimate power and
greatness. Paulist Press, Mawah NJ 1977, 1991, 2002 Spears, Larry C. Diary of Alpha
Kappa Psi (Article: Servant-Leadership). Gary L Epperson, CAE. Spring 2008
Leadership Inventory Revised 08/22/2017 !12
29. Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey

30. Student will describe personal application

of the above theory (Covey)

31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

32. Student will describe personal application

of the above theory (Deming)

33. Student will show knowledge of the

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

34. Student will describe personal application

of the above theory (Sashkin)

35. Student will show knowledge of the

“Individuals in Organizations” leadership
theory by Argyris

36. Student will describe personal application

of the above theory (Argyris)

37. Students will demonstrate knowledge of

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

38. Student will describe personal application

of the above theory (Grace)

39. Student will show knowledge of the

“Situational Leadership” theory by Hersey
& Blanchard

40. Student will describe personal application

of the above theory (Hersey & Blanchard)

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41. Student will show knowledge of the
“Relational Leadership” model by
Komives, McMahon & Lucas
42. Student will describe personal application
of the above theory (Komives et al)
43. Student will show knowledge of the
concept of constructivism
HDF 190 Relational Leadership Essay
- Discussed a leader who did not
act in ordinance with the
comments of the Relational
Leadership Model.
- Explained how former Uber
CEO Travis Kalanick did not
act in accordance with the
components of the model.
- Described how I apply the
components of the Relational
Leadership Model to my
college career so far at URI.
HDF 190 Personal application of
Relational Leadership
- Created a relationship of trust
with individuals around me by
carefully listening to what
others had to say and showing
genuine interest in their views
and feelings.
- Took on challenging projects &
assignments that push me
beyond my current abilities.
ENG 396
In HDF 190, I learned each of the components to the Relational Leadership Model, Which
include Purposeful: Purposefulness in the relational leadership style of leading is defined as
having an individual commitment to a goal or activity while setting a common ground with
others who share a similar purpose. The leader can not only identify the group’s goals and
have a vision of the outcome, but fully involve others in the vision-building process.
Empowering: When it comes to a leader's success, the ability to empower others is crucial.
Inclusive:The leader considers the group's varied points of view and considers all points of
view while making a decision or making a change. Being inclusive implies that the leader
sincerely feels that everyone has the ability to make a difference and that the leader is
capable of actively listening to everyone in the group. Process Oriented:t To be process-
oriented, the need to believe that the process is as important as the outcome and they need to
encourage collaboration and reflection throughout the process. Ethical: It means that moral
values and standards drive the leader. These values should be used to make ethical decisions
and to model the behaviors that the rest of the group needs to follow.
(Komives, McMahon & Lucas, 1998)
In HDF 190, I learned the relational leadership model is a powerful tool for developing
effective leadership skills. As a student, I have found the relational leadership model to be
particularly useful in my own personal development. One of the key aspects of this model is
the idea that leaders must be able to connect with others on a deep level. This means being
able to listen actively, empathize with others’ perspectives, and communicate effectively. In
my own experience, these skills are important for developing meaningful relationships with
peers, teachers, and mentors. I was able to create a relationship of trust with individuals
around me by carefully listening to what others had to say and showing genuine interest in
their views and feelings. Another important aspect of the relational leadership model is the
idea that leaders must be willing to take risks in order to achieve their goals. This means
being willing to step outside one’s comfort zone and try new things, even if they are not
guaranteed to succeed. I have applied this principle by taking on challenging projects and
assignments that push me beyond my current abilities. While it can be intimidating at first, I
have found that these experiences have helped me grow as both a leader and an individual.
In ENG 396 (Literature of the Sea), I learned that constructivism is a learning theory that
emphasizes the importance of active participation and engagement in the learning process. It
is based on the idea that learners construct their own understanding of new information by
building upon their existing knowledge and experiences. I was encouraged to explore,
question, and reflect on different articles or books. Then was given opportunities to
collaborate with peers, share ideas, and make connections between what I already know and
what I was learning. An important aspect of constructivism is the idea that knowledge is not
fixed or absolute but rather constantly evolving. I was encouraged to challenge existing
ideas and beliefs in order to develop a deeper understanding of concepts. This requires a
willingness to take risks, make mistakes, and learn from failure.
Leadership Inventory Revised 08/22/2017 !14
44. Students will describe personal examples
of implementing constructivism
ENG 396 Personal example implementing
constructivism
- Presented a project on the
article “Greenland is Melting”
by Elizabeth Kolbert
- acted as a facilitator rather than
lecturer, guiding my peers
through the learning process
- Engaged in meaningful
conversation about the allowing
me and my peers to develop a
deeper understanding of the
article
In ENG 396, The main project was a presentation of an article, I was to act as facilitator
rather than lecturer, guiding my peers through the learning process rather than simply
imparting information. After explaining the overview of the article, I had to pose questions
to the class and then engage in meaningful conversation about the topic. This also allowed
me and my peers to develop a deeper understanding of the article. Constructivism offers a
powerful framework for teaching and learning that emphasizes active engagement,
collaboration, reflection, and inquiry-based exploration. By embracing these principles in
daily lives we can help others develop deep understanding of concepts while also fostering
creativity, and critical thinking skills amongst one and other.

45. Student will demonstrate knowledge of

the Experiential Learning Model (Kolb)

46. Student will describe personal application

of the Experiential Learning Model (Kolb)

47. Student will show knowledge of the

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

48. Student will describe personal application

of the above theory (Astin et al)

49. Students will demonstrate knowledge of

the “Leadership Identity Development
Model” by Komives et al

50. Students will describe personal

application of the above theory. (Komives
et al)

51. Students will demonstrate knowledge of

the Strengths-Development Model by
Hulme et al

52. Student will describe personal application

of the above theory (Hulme et al)

53. Student will demonstrate knowledge of

behavior theories of leadership from
Michigan and Ohio State

54. Student will describe personal application

of the above theories (Michigan & Ohio
State)

Leadership Inventory Revised 08/22/2017 !15

55. Student will demonstrate knowledge of HDF 190 In HDF 190 I learned about Charismatic leadership. Charismatic leadership is a style of
Charismatic leadership leadership that is characterized by the leader's ability to inspire and motivate others through
their personal charisma and charm. This type of leadership is often associated with
individuals who possess a strong personality, excellent communication skills, and a clear
vision for the future. In order to demonstrate knowledge of charismatic leadership, it is
important to understand the key characteristics that define this style of leadership. These
include a strong sense of purpose and direction, excellent communication skills, the ability
to inspire and motivate others, and a willingness to take risks. Charismatic leaders are able
to articulate their goals in a way that inspires others to follow them. They are able to create a
sense of excitement and enthusiasm around their ideas, which helps to build momentum and
drive progress towards achieving their goals.

56. Student will describe personal application HDF 190 In HDF 190, I demonstrated knowledge of Charismatic leadership by using my ability to
of the above theory communicate effectively with others. By using language in ways that resonate with people
on an emotional level. I was able to connect with others in meaningful ways, which helps
them build trust and establish strong relationships. Charismatic leaders also have an innate
ability to inspire and motivate others. They are able to tap into people's emotions in order to
get them excited about working towards shared goals. This can be particularly effective
when dealing with teams or groups where there may be competing interests or conflicting
priorities.

57. Student will demonstrate knowledge of

contingency approach to leadership by
Fiedler

58. Student will describe personal application

of the above theory (Fiedler)

59. Student will demonstrate knowledge of

Path-Goal theory by House

60. Student will describe personal application

of the above theory (House)

61. Student will demonstrate knowledge of

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

62. Student will describe personal application

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

63. Student will demonstrate knowledge of

Leadership Substitutes Theory

64. Student will describe personal application

of the above theory

65. Student will demonstrate knowledge of

Models of leader emergence

Leadership Inventory Revised 08/22/2017 !16

66. Student will describe the impact of traits
on leadership emergence and
performance

67. Student will demonstrate knowledge of

Chaos approach to leadership by
Wheatley

68. Student will describe personal application

of the above theory (Wheatley)

Leadership Inventory Revised 08/22/2017 !17

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

69. Student will demonstrate how cultural

anthropology / paradigms relate to
leadership

70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader

71. Student will demonstrate knowledge of

the “Cycles of Socialization” (Harro)
theory and its uses in leadership

72. Students will demonstrate personal

application of the “Cycles of
Socialization” (Harro)

73. Student will demonstrate knowledge of

the “Cycles of Liberation” (Harro) theory
and its uses in leadership

74. Student will demonstrate personal

application of the “Cycles of
Liberation” (Harro)

75. Student will demonstrate knowledge of

the “Configuration of Power” (Franklin)
and its relationship to leadership

76. Student will demonstrate personal

application of the “Configuration of
Power” (Franklin)

77. Student will demonstrate knowledge of

racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)

78. Student will demonstrate personal

application of model(s) of racial identity
development above

79. Student will demonstrate knowledge of

models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)

Leadership Inventory Revised 08/22/2017 !18

80. Student will demonstrate personal
application of model(s) of gender identity
above

81. Student will demonstrate knowledge of

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

82 Student will demonstrate personal

application of additional social identity
development model(s) above

83. Students will demonstrate knowledge of

McIntosh’s theory of privilege and its
relationship to leadership

84. Student will demonstrate personal

application of McIntosh’s theory

85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)

86 Student will demonstrate knowledge of

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

87. Student will show knowledge of effective

leadership as it relates to change agency

88. Student will describe personal examples

of being a change agent

89 Student will demonstrate knowledge of

the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership

90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

91. Student will demonstrate knowledge of

the ally Action Continuum by Griffin &
Harro

Leadership Inventory Revised 08/22/2017 !19

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

93. Student will show knowledge of the

Multicultural Organizational Development
Model (Jackson)

94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

95. Student will show knowledge of the

Multicultural Change Intervention Matrix
(Pope)

96. Student will show personal application of

the Multicultural Change Intervention
Matrix

97. Student will create a personal code of

inclusive leadership

Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

98. Student will show knowledge of principles

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

99. Student will demonstrate proficiency of

critical thinking

100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

101. Student will demonstrate proficiency of

metaphorical analysis to critically analyze
self and leadership situations

102. Student will show knowledge of at least five

decision making methods

103. Student will describe personal examples of

having used five decision making methods

Leadership Inventory Revised 08/22/2017 !20

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

105. Student will describe personal examples of

having used five problem solving / conflict
management

106. Student will demonstrate the ability

to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)

107. Student will demonstrate knowledge of

leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)

108. Student will describe examples of

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

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

109. Student will demonstrate knowledge of

active listening techniques

110. Student will describe examples of using

active listening skills

111. Student will demonstrate knowledge of

functions of group communication by
Hirokawa

112. Student will describe personal application

of functions of group communication
(Hirokawa)

Leadership Inventory Revised 08/22/2017 !21

113. Student will show knowledge of techniques
regarding giving and accepting of feedback

114. Student will describe examples of giving

and accepting feedback.

115. Student will show knowledge of the 7D

coaching model (Knott)

116. Student will demonstrate personal

application of the 7D Model (Knott)

117. Student will show knowledge of elements

of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)

118. Student will describe examples of

engaging in a Crucial Conversation

119. Student will demonstrate knowledge of

facilitation techniques

120. Student will demonstrate proficiency of

facilitation techniques

121. Student will demonstrate knowledge of de-

briefing techniques

122. Student will demonstrate proficiency of de-

briefing techniques

123. Student will demonstrate knowledge of

framing based on psychology and its use in
group facilitation

124. Student will demonstrate proficiency of

framing based on psychology and its use
in group facilitation

125. Student will demonstrate knowledge the

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

126. Student will describe personal application

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)

127. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings

Leadership Inventory Revised 08/22/2017 !22

128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings

129. Student will show knowledge of

Parliamentary Procedure

130. Student will show knowledge of techniques

for working with difficult people

131. Student will describe personal examples of

using techniques to work effectively with
difficult people

132. Student will show knowledge of the stages

of group development (Tuckman/Tuckman
& Jensen, Bennis or others)

133. Student will describe personal examples of

group development in use (Tuckman/
Tuckman & Jensen, Bennis or others).

134. Student will show knowledge of group roles

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

135. Student will describe personal examples of

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

136. Student will show knowledge of effective

memberships skills in groups

137. Student will describe personal examples of

membership skills in use

138. Student will show knowledge of the

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

139. Student will describe personal examples of

using the theory of Challenge and Support
(Sanford)

140. Student will show knowledge of the

construction / elements of informative and
persuasive speeches

141. Student will demonstrate proficiency in

informative and persuasive public speaking

Leadership Inventory Revised 08/22/2017 !23

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

143. Student will describe personal examples of

planning and conducting interviews (as the
interviewer)

144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

145. Student will describe personal examples of

preparing for and being interviewed

146. Student will show knowledge of effective

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

147. Student will describe personal examples of

working in collaboratives/coalitions

148. Student will demonstrate knowledge of

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

relationships between leaders and
members

153. Student will describe personal examples of

building relationships with members as a
leader

154. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader

155. Student will describe personal examples of

building, maintaining, and repairing his/her
own credibility as a leader
Leadership Inventory Revised 08/22/2017 !24
156. Student will describe ethical standards in
influence

157. Student will describe influence applies to

leadership

158. Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship

159. Student will describe personal examples of

mentoring and being mentored

160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership

161. Student will describe personal examples

related to being a peer leader and being
led by peers

Leadership Inventory Revised 08/22/2017 !25