Outcomes & Evidence Progress Inventory : Leadership Development

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:
Leadership Inventory Revised 8/30/2013 1

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD. CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)

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

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

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

Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, 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 deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in 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 Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear 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, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect 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 lettersanything 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 HDF190 Leadership Ambassador In HDF190, I feel that I have the ability to express anything that I think of or have the need to say to my
minimized need for approval peers. I think that this is a great way to know that people are really there to listen, rather than judge
what you have to say. People in my group and my class always agree to be open-minded about things
so I think that there really is no need or want for approval. I can express what I have to say to my
friends and peer leaders with confidence that my opinion matters. My group members have made it
clear that they want everyone to think of our group as a safe-zone, as well as a judgment-free zone,
because part of leadership is respecting everyone and what they have to say. As a Leadership
Ambassador, I can speak to others about the Leadership program here at URI. Although it would be
great to have prospective members as an addition to the program, I realize that not everyone will join. I
feel that I am more interested in explaining what leadership is and at least try to encourage them to
participate. I also like that I am able to simply tell them, in a short conversation, how they can improve
in being a better leader in their life, because when I do this, I am able to give them a brief idea of what
leadership is like. As an ambassador, my main interest is informing people what we do as leaders on
campus. I would rather spread this knowledge as opposed to recruiting people to join and using those
numbers as approval to show I am doing my job at Welcome Days and Open Houses.
See Evidence #1
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 URI101 Hillside Stress Management Group The transition to college was not as difficult for me, as I think it may have been for other people, but I
stress management methods Workshop definitely would say that I got my management skills from my URI101 class. My instructor and mentor
told us to write down our priorities, from most important to least, and also make a schedule so that we
can visually see what we have to do and when. This helped with the stress management because I
personally find it difficult to visualize in my head what I have to do, so this written schedule helped
minimize my stress for my academics. Though I do not have the schedule I made from last semester, I
have created one for this semester so that I can continue to visually manage my time and stress. In my
Hillside Stress Management Group Workshop, one of the Ras facilitated this workshop to show us that
we have the skills and ability to manage our time. She explained that our struggle mostly comes from
our belief that everything cannot be done in a day. Our mindset is based on the fact that we need to
have extra time for everything. I was able to relate to this because I always like to allot time for all of my
activities, and tend to think that there is just not enough time in our day. However the facilitator said
that if we want to improve our methods of management, then we should try to spread out our tasks
throughout the week, because even though we might not think so, our schedules are meant to help us
use our time effectively.
See Evidence #2
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 HLT200 HPR183G In my health class, we learned that there should be a strict code of ethics when it comes to medical
personal code of ethics research and education. I learned that you should always be cognizant of what the patient wants
before what you think they should have. For example, we read a book called The Immortal Life of
Henrietta Lacks and it is about a woman who had some of her cervical cancerous cells taken from her
for research and did not know scientists were testing on her cells. She died without knowing and her
cells helped cure many diseases. I think this is important to keep in mind in terms of ethics because the
scientists were not very ethical in their decision to not tell Henrietta about their findings and the fact that
they would use her cells. I am able to efficiently practice this idea of good ethics most frequently when I
work in groups, especially groups where it involves participation of ideas and thoughts. I really try to be
fair and appropriate in my words. I also always try to see what another person has to say before doing
something that they do not approve of. An example of these groups and discussions that I participate in
would be my honors course that I took last year. It focused on race divisions and issues in America. As
an Asian American it was difficult to really relate to what people had to say about being a black man or
woman in America. I tried to listen and understand what their struggles and problems were. When I
contributed my thoughts, I made it my first priority to choose my words carefully. I certainly did not want
to offend anyone in the room and I wanted to be sure that my intentions were not to hurt a classmate.
See Evidence #3
8. Student will express a personal values
statement
9. Student will demonstrate practice of the
personal values statement
10 Student will demonstrate the ability to HDF190 Social Change Project In my HDF190 class for my small group, we were assigned to do a project that would create social
lead a project from start to finish (follow- change for the community. We decided to do a Random Acts of Kindness, or RAK, booth in the
. through) Memorial Union that promoted positive attitudes and made students days better with a simple quote.
Since we were behind on picking a topic for our project, due to group members availability times, we
were crunched with time. We knew that as a whole we had to come together as a group and do our
project as quickly and efficiently as possible. We knew that we wanted to do a good job on our project
as well, because the purpose was not just for a group grade for the class. To begin, we picked our RAK
project booth and what our act of kindness would be. Because RAK is spontaneous, we decided that
we should construct eight jars with quotes that corresponded with an emotion or feeling. We chose
encouragement, wisdom, humor, inspiration, strength, confusion, stressed, and positivity for each jar.
As this was also a group project, we each did our individual part for the cause to take time out of our
day to choose quotes that we thought matched the emotion or feeling best. When we got to the booth
we set everything up and asked people to pick a quote based on the kind of day they were having.
Their responses varied from a smile to a grateful Thank you! We sat at our booth for about two hours
and received around 100 people. The RAK booth did not end there. As we were working on the
presentation part of our project, we debriefed and reflected on the deeper meaning behind our booth
and the responses. We realized that our booth had a greater impact on some people than we had
previously thought because our words helped lift their day with the smallest act of kindness. Overall,
our group was able to choose a project from scratch, plan our approach, and debrief on how effective
we thought the project was for the community.
See Evidence #4
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 The Hierarchy of Needs is something that I was unaware of until I learned about it in my psychology
Hierarchy of Needs theory by Maslow class. I was truly surprised that self-actualization would be more toward the top before many of the
. other things. It makes sense to me that physiological needs are at the bottom because we need food
and water to survive before we can carry out any of the other things above that. One thing that I didnt
necessarily agree with was that love and belonging was needed before self-actualization, where a
person should be the best version of himself or herself. I think that we should learn to love ourselves
before we worry about the love from anyone else, and loving ourselves is far more important than what
other people think about us.
See Evidence #5
14 Student will show application of Maslows
theory to own life
.
15 Student will describe personal leadership HDF 190 Day of Discovery Retreat and In HDF190, we attended a retreat called Day of Discovery where we completed a strengths test, called
style and/or personality style including Leadership Ambassador Gallup Strength. It gave me my top 5 strengths, which were Learner, Responsibility, Deliberative,
. strengths and weaknesses and examples Restorative, and Discipline. I agree with my learner strength because when we played a stepping stone
of application (Sources = Leadership style game, I tried to learn how to do it better and more efficiently to try and win the game. Looking back at
inventories, the L.P.I., StrengthsQuest, my strengths I feel that I have developed new strengths that were lower on my list, like positivity and
Type Focus (MBTI), LAMP, and other appreciation of beauty. I think that learning about those two made me more aware of what I potentially
career inventories, etc.) could improve on my list and in life. I have tried to remain more positive in my everyday routine and
tasks. In terms of weaknesses at the Open House in the fall as an Ambassador, I think I learned that
my communication skills and approachability is weaker than normal, so I would like to improve those
qualities as well. I consider these both to be weaknesses because they are qualities that I have always
lacked and have not done as well as I hoped to in approaching someone and talking to them. There
are many ways in which I use my strengths everyday. My top strength Learner is a great match for me
because I strive to learn new things everyday. I also try to understand how things work, especially
when I am trying to figure out a problem. I believe that I would be considered a very responsible
person. I always try to stay true to my word and always execute a task that is needed. I am incredibly
reliable because I want people to realize that I will never let a friend down when they need me. I am
also a very careful person. I try to do things very precisely so that it is done right. I am a person who
likes to do things by the book! I also like to think that I am a person who tries to lift people up and
positively influence others to do good things and be a good person. As for discipline, like I said before, I
like to do things by the book, so I am very straightforward and always follow directions. I am a rule
follower and am very insistent on this quality because it is what mainly helps me succeed in my tasks
and situations in life.
See Evidence #6
16 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
18 Student will show knowledge of the
Authority and Bureaucracy theory of
. leadership Weber
19 Student will describe personal application
of the above theory (Weber)
.
Scientific Management theory of
. leadership by Taylor
of the above theory (Taylor)
.
Management by Objectives theory of
. leadership by Drucker
of the above theory (Drucker)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
26 Student will show knowledge of the HDF190 In HDF190, one of the units we covered in the course was Servant Leadership. This form of leadership
Servant Leadership theory of leadership is one of the most powerful models that I can relate to. Robert Greenleaf created servant leadership. It
. by Greenleaf begins with the natural feeling of wanting to lead your peers and benefit the community to reach the
highest potential possible. As a servant leader, we must put the needs of others before our own. We
are serving our peers by giving up our time and prioritizing someone elses success over our own. This
is a selfless model where we must also consider the needs and backgrounds of others because every
person you encounter on a daily basis is not the same. One thing that I have personally learned
through this model and experience is that you should not approach a project expecting you will get
reward out of this because you are doing something for the community. As I said before, this is a
selfless model so you have to recognize that when you do a project, you are giving reward to someone
else! I feel like it could be so much more rewarding to yourself if you dont expect reward back after
helping someone. The purpose of servant leadership is put other people before you and your own
needs. In serving a peer, you are willingly helping them while at the same time nurturing them to grow
as stronger, more independent-minded individuals.
See Evidence #7
of the above theory (Greenleaf)
.
Principle Centered Leadership theory
. by Covey
of the above theory (Covey)
.
30 Student will show knowledge of the 14
Points / TQM theory of leadership by
. Deming
of the above theory (Deming)
.
Visionary Leadership (now often cited
. as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
.
Individuals in Organizations leadership
. theory by Argyris
of the above theory (Argyris)
.
36 Students will demonstrate knowledge of HDF190 In HDF190, we learned about the 4Vs of Ethical Leadership. The 4Vs consists of four values that are
the 4 Vs theory of leadership by Grace centered around ethics and caring for yourself and your peers in a proper manner. Bill Grace created
. (Center for Ethical Leadership) this theory and it is journey to discover how our internal personality elements can reflect our words and
actions. The first V is values. This is where our traits are visible and reflect our individual personalities.
For example, my VIA values include fairness, honesty, gratitude, love and teamwork. I am able to
recognize that I use them more often than I think every day. The next is vision. Vision is the ability to
frame our actions, whether they are good or bad. This V is related to servant leadership because vision
is where we carry out service to our peers and our community. The third V is voice and voice is where
we express our vision to others in a way that will make them want to take action in a project or for a
cause. For example, a way that we can use our voice is through politics because our opinions matter in
the community to benefit the people within. The final component is virtue and this is where our behavior
reflects our ethical standards. When we make decisions on something we decide and then think back
to see if they are reflective of our values, visions and/or voice. We need all these elements to describe
what ethical leadership is because they all tie in together to work as a whole.
See Evidence #8
of the above theory (Grace)
.
Situational Leadership theory by Hersey
. & Blanchard
of the above theory (Hersey & Blanchard)
.
Relational Leadership model by
. Komives, McMahon & Lucas
41 Student will describe personal application HDF190 Multicultural Overnight Program In HDF190, the Relational Leadership model explains that a leader has the ability to create positive
of the above theory (Komives et al) relationships with a peer or an organization in which the individual is involved in. Elements included in
. this model include inclusiveness, empowering, purposeful, ethical, and process oriented. I was able to
utilize these in the Multicultural Overnight Program, better known as the MOP. Since this is a
multicultural program for prospective high school seniors, inclusiveness is important to use because we
are viewing and understanding all perspectives of diverse backgrounds. In terms of empowering, I
believe that as diverse persons of our community it was my responsibility to encourage the idea that
everyone has something to offer. No matter what ethnicity, religion, gender, or economic background
you come from, you have something to contribute to the community, big or small. My purpose in the
MOP was to approach this activity with a positive attitude in hopes that high school students will attend
this university. Ethical components were used in this activity because I wanted to promote D.R.I.V.E.,
the club that set up this program, as well as the university. I felt that as a leader it would be
irresponsible for me to say bad things about URI, so ethically, I had to promote the school in good
nature. Finally, my process-oriented element was included as D.R.I.V.E.s main goal was to invite
multicultural students to our Multicultural Student Services Center and create a comfortable, safe
environment to express their cultures and ideas to the community.
See Evidence #9 and $#27
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of
experiential learning in leadership
. development (Kolb)
of experiential learning in leadership
. development (Kolb)
46 Student will show knowledge of the HDF190 In HDF190, this model is one of the clearest models that I can understand because it is one that I have
Social Change Model of Leadership seen work and function in action. This model was first created in 1994 where we focus on leadership
. Development by Astin et al as a process and a journey. We use this model to create a positive change in the community despite
not having a significant leadership role in an organization or group. Major components include the
individual, the group, and the community. The individual looks at how each persons individual
strengths and value can contribute to the main cause or purpose. The group looks how effective can
the group members come together to work to reach the common purpose. It questions how compatible
and collaborative the group can be in the process. The community focuses on what the main cause is
for that the individual and the group is working toward. It looks at the end goal and what the benefit will
be for the community. In addition to the individual, the group and the community, there are the 7 Cs in
this model. The first one is consciousness of self where we must understand values, our beliefs and
ourselves before we can understand others. The second is congruence. Congruence is focusing on
consistent with those values or beliefs that you hold. Commitment is where we build up motivation to
execute something. We need passion and motivation for the project we are doing so that we can do the
job well. Next, there is collaboration where the group process is most visible. This is where our group
goals are gathered together as one to achieve a goal, despite our differences. In common purpose, as
either an individual or a group, we know that there is something that is our end goal that we are trying
to reach. When everyone participates, this is when the goal is truly achieved. Then, the next element is
controversy with civility, which means there is some kind of difference or issue that members are facing
within a group. This is when the members must recognize that they must make compromises and
establish trust to follow through with a project. The last aspect is citizenship. Citizenship is where there
is active participation within the community because there is a sense of responsibility and need to be
engaged. Finally, there is a debate that there is an eighth C which is change. Change is the goal that is
universally known in all organizations and purposes. We strive to make a better community for
ourselves and for our peers.
See Evidence #10
of the above theory (Astin et al)
.
48 Students will demonstrate knowledge of
the Leadership Identity Development
. Model by Komives et al
49 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)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
.
of the above theory
.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
65 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
68 Student will demonstrate how cultural HLT 200 In my HLT200 class, a section of our curriculum focused on anthropology and how it affects health in a
anthropology / paradigms relate to number of different ways. Cultural anthropology is the study of human societies and cultures, and their
. leadership development throughout time. In relation to health and the medical field, we read an article in the New
York Times that urged people to consider what it was like as a woman in an underserved country
whose beliefs and cultural morals prevented her from getting a screening exam for her health. One
Afghan woman was not willing to let a doctor examine her body because it was considered very
shameful and humiliating to take off her clothes simply for an exam. One doctor decided that he should
create a plan to share with Afghan women that teaches them how to self-examine themselves, so that
there is no nudity or shame. The women were very excited to part-take in this self-examination. The
idea behind this story in the article is to show that doctors and healthcare providers have ethical
dilemmas in caring for people whose cultural beliefs conflict with the current medical care. It was
evident that the Afghan woman needed an exam but she was so afraid of humiliation to her morals and
her body. This is important in leadership because as a future doctor I must be strong and willing
enough to take that first step in devising and alternate plan to better provide for patients. In addition, I
must always consider the patients needs before implementing a plan. I understand that medicine can
help many people but when it comes to ethical dilemmas and cultural beliefs, it is not completely my
decision in what the treatment type should be.
See Evidence #11
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
the Configuration of Power (Franklin)
. and its relationship to leadership
application of the Configuration of
. Power (Franklin)
racial identity development via the Cross,
. Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
. development above
McIntoshs theory of privilege and its
. relationship to leadership
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective HDF190 In HDF190, we learned about the Social Change Model of Leadership and that there are seven Cs that
leadership as it relates to change agency are the main components of the model. The eighth C of this model is change. As a change agent a
. person must be willing to create positive change for a person or a community. A couple things that a
change agent should exercise include knowing that change is a process and there will be some kind of
resistance through that process; the person trying to make change should have self-confidence and a
willingness to step outside their comfort zone; and they should be able to create a sense of urgency
and articulate a vision that is offered. Effective leadership ties into being a change agent because in a
way, you are demonstrating that you arte making a positive change with ethical values. You are also
using your strengths and values to the best of your ability to thoroughly see a change in the community.
In the Social Change Model of Leadership, change encompasses all of the Cs that make up the
model. Change is the main goal that we are striving to reach and with our individual personalities and
moral standards. This eighth C is also the one component to this model that ties the other seven Cs
together to create the model of social change.
See Evidence #12
82 Student will describe personal examples
of being a change agent
.
83 Student will create a personal code of
inclusive leadership
.
the Model of Intercultural Sensitivity by
. Bennett and its uses in leadership
85 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
. Griffin & Harro
Outcome Category: Critical Thinking
88 Student will show knowledge of principles COM100 In COM100, we learned in our Small Group Communications section about five-step problem solving in
. of critical thinking (logic is used in this decision-making. This process is important in critical thinking because it is breaking down a problem
minor) and solution agenda step by step so that the end goal is met successfully and as quick as possible. We
are putting the steps to action and questioning what works and does not work. The first step in this
process is to define the problem and everyone in the group should understand what it is and ensure
they are all in relative agreement. Critically, we are defining all the necessary terms involved. The
second step is to analyze the problem. In this step, we found what the problem was and we must look
deeper into it to understand it better to find the solution. We must look at where the hidden biases and
opinions are located. Third, we come up with alternative solutions that could possibly solve the issue. It
is important to note that this step is simply brainstorming ways that could help get us to the final goal.
The solution never is revealed the first time. The fourth step is detailing the possible solutions enough
so that each is carefully evaluated to see which will work the best. The fifth and final step is actually
choosing the best solution that has been brainstormed and evaluated in its pros and cons, or cause
and effects. This step needs all participation so that the solution will work effectively and successfully.
This five-step process is all about being thorough and detailed, which is essential and incredibly
important in critical thinking. We also have to look at this in an objective lens. In each step we are using
critical thinking principles that are key to understanding problems and coming up with ways to solve
them.
See Evidence #13
89 Student will demonstrate proficiency of
critical thinking
.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management methods (if student has been
trained in mediation, that information goes
here)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills
99. Student will demonstrate knowledge of HDF190 Day of Discovery In HDF190, one of our first activities that introduced us into the minor and our course was the Day of
active listening techniques Discovery. In this retreat one thing we learned that I now am able to utilize is active listening. I have
always considered myself a good listener because I rarely give my thoughts and offer for peers to talk
to me about anything that is troubling them or simply on their mind. I feel that I am a good active
listener because I am able to relate to the concepts behind the model. I am mostly an active listener in
encouraging my peers. With encouraging, there are three different ways that we can use and improve
our listening skills. First, the goal is to show the person that you have interest in what they are saying.
You must be able to make the environment in which you are in comfortable so there is no judgment or
harm for the person who needs your help. It is also important to maintain conversation with that person
so you are reiterating that you are interested in the topic. In the process component, the way you listen
to that person or friend is vital because you have to listen with an open mind and only respond in a
positive verbal or nonverbal manner. For example, nonverbally, you could nod your head or give a
smile so that they know you are truly paying attention. Third, what you say back to that person
encompasses the first and second step, verbally. You should respond with words like, I see, thats
interesting, or I understand. This will help ensure the person talking that you are aware of the story
background, the situation, and further ways that you can help resolve or advise on what to do next.
There are other categories that active listening can help with, including restating basic ideas, reflecting
feelings, or clarifying what has already been said. In the Day of Discovery, I think we learned about this
model because we were just being introduced to our small group members and keeping active listening
skills in our mind is important to remember for the rest of the semester activities.
See Evidence #14
100 Student will describe examples of using
active listening skills
.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
104 Student will describe examples of giving HDF190 COM100 In HDF190, one of the main things that I believe we focus on most is feedback. In almost all of our
and accepting feedback. group discussions, we offer what we have to say about the topic and others listen so that they can
. contribute what they have to offer as well. I think that this is a great example of how we give and
receive feedback because we do this every class. I think this is also very helpful for our other classes
so we can utilize these skills we learn. For example, when we were introduced the four domains of
team strength, we broke into four groups that we thought fit our personality best. In each group we
talked mostly about how we thought we fit the certain domain and why we personally felt this way. For
me, I was an executer and I said that I really like to stay on task and make sure that everything gets
done smoothly and efficiently. One of my group members pitched in and said that he agrees, but he
personally likes to execute a project a different way that I would be useful; using flashcards as a to do
checklist. It may seem odd and minute, but he said that it was very useful for his purposes. I explained
how it is a great way to get things done and I would like to try it myself. I also told him how to improve
it: with colors because colors help people remember things better. We also talked in class as a whole
how we can improve the other domains of team strength in our personalities. For example, even
though Im an executer, a relationship builder would help make sure that the group has good harmony.
Our instructor said that it is great how one can get a task done, and how another is good at keeping the
team on good terms, but if the two work together the team can be even stronger. In this case, I gave
feedback to the small group by giving my opinion to my peer about how to make a quick and efficient to
do list, and I received feedback from my peer as well as my instructor on how to work better with
others. Another example would be in COM100. In our informative speech, we had to also give
feedback to others by examining their tone, speed, and quality. We did this so that the instructor can
get other opinions and perspectives. We also did this to help our feedback abilities in an effective way
to help our peers grow as public speakers. We could write as little or as much as we felt was needed.
See Evidence #15
facilitation and de-briefing techniques
.
facilitation and de-briefing techniques
.
framing and breaking the frame
.
framing and breaking the frame
.
109 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
110. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques HDF190 In HDF190, we learned about stages of group processes that happen in every group collaboration,
for working with difficult people whether or not they try to avoid conflict. When I think about working with difficult people, I think about
the stages of group development and formation. I think that these stages, specifically the ones that
describe confrontation among members, show us how we conflict with each other and then reveal
ways that we can learn from these issues. Bruce Tuckman created these stages and there are five
stages. The storming stage is where the members start to communicate their feelings to each other in
ways that are hostile and violent. In a way, the members are comfortable enough with each other to
fight and express their ideas better. Values are visible and tested in the group. This is the most fragile
stage for the group members. Techniques that can be used when collaborating with people who are too
difficult to work with include effective communication, understanding roles and beliefs, and simply
taking a step back to gather ones thoughts and recollect. Communication is key because if group
members bicker with each other with nonverbal communication, it is implied that issues will only
continue to get worse. Expressing ideas and opinions on the matter at hand is one of the best ways to
resolving group dynamic problems. Understanding beliefs and opinions in that communication is also
important because you have to understand where a person is coming from when they are talking and
arguing with another member. Someones idea may not be effective but in his or her eyes it is the best
plan to approach with. You must consider all angles of the situation. Finally, simply taking a step back
to breathe and calm down is another great way to ensure that the arguing and disagreements will not
escalate. Things will not be solved when both parties are upset with each other and not in a rational
state to discuss the matter.
See Evidence #16
using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages HDF190 In HDF190, our small group learned about the group development model, created by Tuckerman.
of group development (Tuckman, Bennis or These five steps are vital in how a group performs. The first stage is forming, which is when the group
others) members are introduced to each other as if they were strangers. The emotions felt include nervous,
excited and intimidated. The next stage is storming. Storming is where the group members are
comfortable enough with each other to express their ideas freely without intending to harm or insult
another member, but there is visible disagreement among the group. This is where their values are
tested. Norming is where the group really comes together as a whole to work as a team. Each person
is accepted and feels part of the group. Next, there is performing, and this stage is when the team is
more comfortable with each other, but they are not arguing with each other. The members are in a
more comfortable and trusting environment whether they realize that everyone in the group has a say
in the process and there is no hierarchy. The last stage is adjourning. This stage feeling accomplished
for what the team has done over the time they have worked together. There is compassion, honor and
happiness among members, as well as a great feeling of pride in the end.
See Evidence #17
115. Student will describe personal examples of HDF190 Social Change Project In HDF190, our small groups had to chose a project that we would take part of outside of class and
group development in use (Tuckman, report back on it in a matter of weeks. Our project was Random Acts of Kindness. In the Tuckerman
Bennis or others). model of group development, our group experienced all of these stages throughout the course of the
semester and constructing the project. In the first stage of forming, we were all introduced to each
other in the Day of Discovery retreat. We were somewhat familiar with each other and we were excited
to be working with one another for the rest of the semester. Next, in storming, more specifically in our
group project, it was very difficult finding a date and time to meet as well as a project to do because the
ones that were offered did not work with our availability times. I could tell there were some
disagreements and frustrations throughout the group because we wanted to pick a project instead of
waste time. In the stage of norming, we had finally picked a project, time and place, and we began to
map out our game plan to achieve the goal. Under the performing stage, we were more comfortable
with each other when we were at our RAK booth because we got time to bond and talk about things we
had in common. We all felt that this project brought us closer together as a whole. Finally, in
adjourning, we were excited when we finished our presentation because we knew we had done what
was asked of us, and more importantly made a change in the community.
See Evidence #18
116. Student will show knowledge of group COM100 In COM100, we learned about Small Group Communication, more specifically the roles and dynamics
dynamics and group roles that people take when working with a group. There are many group roles that people can adopt.
Encourager is a person who offers acceptance of another persons idea. Being a harmonizer is like a
mediator in a debate. Harmonizers as well as compromisers look to resolve any issue or conflict that is
present in order to create peace among members. Next, there is the gatekeeper who wants the people
who dont normally contribute to the conversation to offer more opinions and their vision. Another role
that goes hand in hand with gatekeeper is the expediter who tells talkative people to limit their input
and ask for those who have not said much to offer their ideas. The standard setter is like the executer
of the group because they simply set the standards and goals of the group. The group observer keeps
records of the process of the group. Finally the follower usually goes along with the suggestion of other
group members. Each role is important in group discussions and one person may adopt more than one
role at a time. Each behavior that a group member expresses in the team is considered how they
function as an individual. The process in which group members interact with each other is considered
the group dynamic, where we question whether or not the group works well together or if they cannot
come to a solid agreement. Effective communication and understanding can help improve group
dynamics as well as be the key factor that helps drive the team to reach a potential goal.
See Evidence #19
117. Student will describe personal examples of HDF190 Social Change Project In HDF190, specifically our Social Change Model project, our task included concepts from group
group dynamics and group roles dynamics and group roles. As we did the RAK booth with quotes that were classified under strength,
encouragement, positivity, confusion, humor, inspiration, wisdom and stress, each person in the group
was responsible for looking up quotes that corresponded with the category they were given. In terms of
group dynamics, we were all very willing to do our part for the project and for the benefit for the
community. We talked through what our categories for the quotes should be and collectively agreed
that we should print out a certain number of quotes. We had good communication throughout the
process of this project and I think that from the Day of Discovery to the day of our Social Change
project, we have progressed well in creating a more harmonious group dynamic that would incorporate
everyones participation and interest. In addition, since our responsibility was to find individual quotes
for our project as a whole, our group roles were clearly defined. In other words, we each had our own
responsibility so we would all contribute equally to the cause.
See Evidence #20
118. Student will show knowledge of effective
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
. and its relationship to organizations
using the theory of Challenge and Support
. (Sanford)
construction / elements of informative and
. persuasive speeches
123 Student will demonstrate proficiency in COM100 D.R.I.V.E. Ram for A Day: Game of In COM100, one of our major projects included an informative speech. We were given the freedom to
informative and persuasive public speaking Life chose any topic we wanted, as well as our purpose was to inform our classmates about something we
. were passionate about. For my topic, I chose growth and fixed mindset. Instead of just speaking to my
classmates about the two mindsets, I decided to make my speech more engaging. I wrote my speech
so that people would be able to listen to my topic without getting bored or uninterested. For example,
when I talked about growth mindset, I would move around the room so that I could demonstrate how
this mindset is stepping out of your comfort zone. When I talked about fixed mindset, I stood still and
tried to demonstrate that when you are in this mindset, you are not as willing to step out of your comfort
zone. I was able to include humor so the audience would laugh; I spoke in various tones so that I did
not sound monotone and uninteresting; I feel that I got my point across in informing my classmates
about the two mindsets because people spoke to my after class and said they will try to use the growth
mindset in their daily routine. For one of my clubs on campus, D.R.I.V.E., we facilitated a day where
high school students in the Providence area, who primarily believed that college was not going to be
beneficial for them if they decided to attend, could learn how college could help them in the long run. In
one of our activities, we played the Game of Life. You could get a card that says you work as a
technician, but do not make as much money. You still need money to buy food, clothes, and a house.
The objective is to show that if you go to college, you are more likely to obtain a higher income job so
that you could support yourself and a future family. I spoke to the students and I tried to reiterate how
important it was to attend college, despite challenges like studying and loans. I wanted to persuade the
students and encourage them to choose college over stopping their education after high school. I hope
that convincing the students how beneficial college can be would eventually help their future.
See Evidence #21
124 Student will show knowledge of planning
. and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
. interviewer)
126 Student will show knowledge of preparing URI101 Tour Guide Interview In my URI101 class, my instructor tried to show us how to prepare and manage our tasks more
for and effective answers in interviews (as efficiently. One of the things that I took away from her lesson was to prepare for questions that were
. the interviewee) most likely going to arise in an exam or interview. She had us write on a notecard what questions we
have gotten in a previous interview or ones that we thought we would see in a future interview. After
this class, I went to create a list of my own for my tour guide interview that was a week away. I learned
through this process that the best way to prepare for a good interview is to predict how it will go so you
are essentially not blindsided by a question that you do not know. I think that through the first tour guide
interview, what I lacked through this process, is that there are some questions that are based on why
you want to be a tour guide and what is the extent of your knowledge about the school, but there are
also questions that make the interview process more fun. I think the interviewers did not want this
process to be scary for us so they asked questions that make you think off the top of your head and
give a fun twist. As more interviews await me in the future, I now always prepare by thinking of possible
questions that might come up so I no longer have a fear of the unexpected.
See Evidence #22
preparing for and being interviewed
.
128 Student will show knowledge of effective
collaboration / coalition building
.
129 Student will describe personal examples of HDF190 In HDF190, one of our many activities that we took part in was building a marshmallow house. More
working in collaboratives/coalitions importantly, we were not in our small groups for our section so we were split up with other members
. who we were not familiar with. Our main goal was to build a marshmallow house with materials that
were limited. For example, we were given a handful of marshmallows, five uncooked pasta sticks, tape
and more. We were told that we could use everything on the table but it cannot stick to the table
because it would have to be picked up. We were evaluated on aesthetics, structure and height. At first,
it was difficult working with a group of people who did not know each others personal dynamics. We all
started talking at once and then we realized that we would not get the goal done if we talked over each
other. Then, each person talked, without getting interrupted, and everyone considered the various
ideas that we could use to build the house. We were innovative by breaking the pasta sticks and cutting
the marshmallows in half due to our limited supply. In the end we were proud of our marshmallow
house, not because of the way it looked or how structurally sound it was, but that we worked together
as a group to achieve the goal. I think that working in a group that I was so unfamiliar with showed me
that there is room for improvement when considering other peoples opinions and individual dynamics. I
feel that it is important to note that just because you are on a team, working toward the same goal,
does not mean that everyones opinion does not matter.
See Evidence #23
130 Student will show knowledge of COM100 In COM100, one of our activities focused on intercultural communications. We were split up into small
Intercultural communication considerations groups and were asked to think of a topic in which there were intercultural conflicts where there is a
. lack of communication and understanding. For our topic, we talked about the travel ban that President
Trump ordered. We talked about power differences, various contexts that could have been
misunderstood and what value differences we saw in this conflict. After doing this activity, I gained
more knowledge of where the conflict possibly arises. First, we must consider a person who is different
than us in terms of (but not limited to) culture, religion, gender and ethnicity. Since we are generally
unfamiliar with they background and what they believe in, it is ethically moral to avoid making
assumptions about those people. Our group discussed that our President may have been too quick to
judge people and asserted his power over them without understanding their point of view, as it is
different from our own. We noted that because this is political, this means that people of higher power
than us are making decisions that we may not agree with, but they may think this is for our safety.
Overall, we as leaders must be considerate of other peoples ethics, cultures, religions and more
because we will never truly understand another persons background unless we put ourselves in their
shoes. One opinion is not always correct because a lot of things, on a global scale, are considered
subjective.
See Evidence #24
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
134 Student will describe ways to build
relationships between leaders and
. members
building relationships with members as a
. leader
136 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
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to
leadership
.
140 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
141 Student will describe personal examples of HDF190 Day of Discovery In my HDF190 class, my peer leader is Bridget and she is one of the best mentors Ive had in my early
mentoring and being mentored months of my college careers. The first time I really saw how great of a mentor she is, was in our Day
. of Discovery retreat. I shared a very emotional and personal story, and she never broke eye contact
with me because she was trying to tell me that she was there for me and was listening to my struggle. I
think that from that point on I knew that I had a great peer leader to look up to and had someone I
could really trust. In our one on one for the class, she told me some good ways to improve. I told her
that I really wanted to improve my communication skills because I felt that I lacked them. She told me
that I am very good at giving the group input and saying what I thought about the topic. She also said
because I have good opinions and things to say, I should continue to do that. I agreed with her and I
believe that by doing this, I think that it will slowly but surely help improve my communication skills. In
learning how to be a mentor, one of my friends messaged me on social media. We were friends in high
school but we never really were close. I posted a picture of my two mothers for International Womens
Day and in the message that I received, my friend said how brave I was to post the picture. She also
said that the picture itself gives her encouragement to come out to society. I tried to respond with
support and kindness so that she understood I was there for her and would be there for her if she ever
went through something she thought she could not. I think that by sending her that message I was able
to give her advice on how to handle this situation, even though we were not as close. I hope that my
words of encouragement made her feel more confident in her struggle and gave her a friend that she
knew she could count on. I made sure that I both listened to her and gave careful advice.
See Evidence #25 and #26
142 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
related to being a peer leader and being
. led by peers
144 Student will describe the four frames of
organizations by Bolman and Deal
.
of organizational analysis using the four
. frames of organizations (Bolman and Deal)

Outcomes & Evidence Progress Inventory : Leadership Development

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

Outcome Category: Leadership Theories

Outcome Category: Critical Thinking

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