LEADERSHIP

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

Name: Hollind Schuurmans

Date Enrolled: 09.2016
Date of Graduation: 05.2020

*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 As-
sistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model

ADVISING INFORMATION (students will include own documentation)

Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final

OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence

Leadership Inventory Revised 08/22/2017 2

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

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

GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.

Leadership Inventory Revised 08/22/2017 3

 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 intern-
3 credits or ship 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

Leadership Inventory Revised 08/22/2017 4

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 Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) (in-
troductory course option)
HDF 290: Modern Leadership Issues (introductory course op-
tion)
HDF 291: Rose Butler Browne Program Peer Mentoring Pro-
gram
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
Leadership Inventory Revised 08/22/2017
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
5
Leadership Inventory Revised 08/22/2017 6
Leadership Inventory Revised 08/22/2017 7
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, interper-
Values PROGRESS sonal, and intimate relationships
Needs Academic, social, personal goals and ob-
P
Styles jectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages as E
you progress S
4. Develop and Refine
Skills S

Leadership theory and prac-

tice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation, reli-
Critical Thinking gious, class, ability, etc. diversity and commonal-
Teaching and Programming ities
Power, privilege, oppression, liberation; individ-
ual and institutional discrimination

Leadership Inventory Revised 08/22/2017 8

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

Leadership Inventory Revised 08/22/2017 9

 4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
8. Student will express a personal values HDF 290
statement (Sources = VIA, values clarifi-
cation exercises, etc.)
10. Student will demonstrate the ability to
lead a project from start to finish (fol-
low-through)
17. Student will describe StrengthsQuest HDF 290
Signature Themes, shadow side of
Strengths and/or weaknesses, and ex-
amples of application (Source = Gallup)
Outcome Category: Leadership Theories
ECN 202 professor stops and has
students meditate when class is
stressful
Writing for Wellness class and yoga
classes in Anna Fascitelli center
ECN 202
Some methods for stress management include exercise, getting social support, and yoga and medita-
tion. Exercising has been shown to reduce fatigue and aid in concentration, as well as release stress-
relieving endorphins. Social support for stress has been shown to aid an individual in their ability to cope
with problems, as it allows for conversation. Meditation and yoga are based in focusing on breath and
clearing the mind, this calms the body and mind and is said to remove stressful thoughts and anxieties.
When I joined swim team in high school, I discovered the stress-relieving qualities right away. When I
swim I tend to think about nothing except for the number of strokes Im taking, so it ends up being stress
management through both exercise and meditation. In addition to swimming as meditation, I do yoga
and meditation every Wednesday on campus at the Anna Fascitelli fitness center. In addition, a group of
people from the yoga class meet afterwards for a class called writing for wellness, which is essentially
where we discuss different topics in regard to wellbeing. This created a good network for me to talk
about any issues I might be having that are causing me stress and how to go about dealing with them.
SEE EVIDENCE #1
My VIA results reflect my values very well, displaying that, first and foremost, my values revolve heavily
around curiosity and creativity. I have always believed that its best to explore and find new, fun ways to
do things, that keeps life interesting and gives motivation to try new projects.
SEE EVIDENCE #2
Im currently working as the leader of a major group project for my macroeconomics class. I volunteered
to be group leader, showing initiative. Throughout the whole process of the project, I have been suc-
cessfully explaining objectives to my group and delegating work.
SEE EVIDENCE #3
Similar to my VIA and values statement, my main strength from this test is adaptability. I think this works
hand-in-hand with my values in the sense that I prioritize different and creative thinking. Because I dont
really like sticking to a plan, it makes sense that I have a strength in adaptability. Unfortunately, this be-
comes an issue when certain tasks require a definite plan, as the definition of this strength describes the
individual as people who prefer to be now people, meaning planning isnt necessarily my thing, per
say. I think this strength ties in well with my activator strength. Activators turn thoughts into actions
very quickly, something Ive learned to do quite well being the kind of person who doesnt typically make
plans. In addition to these, my strengths also include maximizer and woo, which I believe connect to
each other well. Maximizers seek to turn something strong into something superb, and those who pos-
ses the woo characteristic focus on winning people over. Unfortunately in some cases this could lead to
the need for verification from others. My final strength is communication, which is great for when it
comes to getting ideas across and working with others but could become a little bit of an issue in situa-
tions where it might not be best to say anything.
SEE EVIDENCE #4
Leadership Inventory Revised 08/22/2017 10
 Outcome
19. Student will show knowledge of the
Authority and Bureaucracy theory of
leadership Weber
21. Student will show knowledge of the
Scientific Management theory of
leadership by Taylor
23. Student will show knowledge of the
Management by Objectives theory of
leadership by Drucker
25. Student will show knowledge of The-
ory X and Theory Y theory of leader-
ship by MacGregor
27. Student will show knowledge of the
Servant Leadership theory of leader-
ship by Greenleaf
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290 Weber believes that there are three different types of authority. The first type is charismatic authority,
which involves leaders that are very trusting of those they are leading and are, of course, charismatic.
This is the type of authority that, he believes, is the most effective. The second type is traditional au-
thority, in which the leader relies heavily on order and routine. The third type is legal-rational authority
which is based mainly off of laws rather than the leader themself. Similar to traditional authority, this
type relies on order.
SEE EVIDENCE #5
HDF 290 TMD 103G discussions of Taylorism Taylor believed that leaders needed to closely monitor those who they were leading in order to ensure
in the fashion industry maximum efficiency. When the theory was created, there was an issue with soldiering, which was
when workers would work at a deliberately slow pace so they could get paid with minimal effort, this
management method sought to end soldiering. The theory has four main principles: (1) use the scientific
method to determine the most efficient way to perform a task, (2) place workers in certain positions
where they excel and would work to maximum capacity, (3) monitor and supervise performance to en-
sure maximum efficiency, and (4) divide work equally between management and workers.
SEE EVIDENCE #6
HDF 290 This theory is based around setting objectives that are challenging (but realistic) for the employee and
having a strong focus on personal growth rather than punishment. There are five steps to this process.
Step one involves organizing objectives for the company as a whole. The next step is to implement the
acronym SMART to help employees set their own objectives. SMART stands for specific, measurable,
acceptable, realistic, and time-bound. Step three is for the employees to actually go set their objectives,
the idea is that the employees will be more willing to complete tasks when they set the goals them-
selves. The next step is monitoring progress, and the last step is to evaluate performance and reward
good work.
SEE EVIDENCE #7
HDF 290 MacGregors theory shows two contrasting management techniques, Theory X and Theory Y. The char-
acteristics of Theory X include a focus on the self, not partaking in group work, no sportsmanship, de-
manding, one way, driven by results and deadlines, unmotivated, avoidance of work, and needs assis-
tance. On the contrary, Theory Ys characteristics include creativity, adaptability, flexibility, understand-
ing, participating, decentralization, sense of community, less need for supervision, greater opportunity
for success, and allowance for growth.
SEE EVIDENCE #8
HDF 290 Servant leadership has a focus on the growth and wellbeing of others and the community above any-
thing else. The leader must be a servant first, foster personal relationships, and inspire others to serve
as well.
SEE EVIDENCE #9
Leadership Inventory Revised 08/22/2017 11
28. Student will describe personal applica- HDF 290
tion of the above theory (Greenleaf)
29. Student will show knowledge of the HDF 290
Principle Centered Leadership theory
by Covey
31. Student will show knowledge of the 14 HDF 290
Points / TQM theory of leadership by
Deming
35. Student will show knowledge of the In- HDF 290
dividuals in Organizations leadership
theory by Argyris
For the past two summers I have worked for a woman named Jackie Palandrani, the camp director at
Silver Bay YMCA and Ticonderoga teen center director. In addition to experiencing her servant leader-
ship personally, I conducted an interview to learn more about it. She has worked selflessly for decades
to give the children in local Hague and Ticonderoga a chance at a much better life than they would have
been able to have otherwise. Many of the children who participate in these programs have many issues
at home, so its important that Jackie gives them a space to feel needed and loved, and its equally as
important for her employees to feel the same way. From first hand experience, I can say that Jackie
successfully trains her staff as servants as well.
SEE EVIDENCE #10
For this theory, the most important aspect is consistency. Firstly, the organization must have a con-
sistent mission, as well as values and principles, which must be practiced by all individuals involved in
the organization. The leaders involved in this type of leadership are open to and seek out learning, are
service oriented, always motivated to help, have positive energy, believe in the others involved, are
compassionate, are synergetic, and take care of and challenge themselves.
SEE EVIDENCE #11
Total Quality Management (TQM) seeks to improve performance so that it meets or exceeds customers
expectations. There are 14 points to the principle. (1) create constancy of purpose for improving prod-
ucts and services, (2) adopt the new philosophy, (3) cease dependence on inspection to achieve qual-
ity, (4) end the practice of awarding business on price alone; instead, minimize total cost by working
with a single supplier, (5) improve constantly and forever every process for planning, production and
service, (6) institute training on the job, (7) adopt and institute leadership, (8) drive out fear, (9) break
down barriers between staff areas, (10) eliminate slogans, exhortions and targets for the workforce, (11)
eliminate numerical quotas for the workforce and numerical goals for management, (12) remove barriers
that rob people of pride of workmanship, and eliminate the annual rating or merit system, (13) institute a
vigorous program of education and self-improvement for everyone, and (14) put everybody in the com-
pany to work accomplishing the transformation.
SEE EVIDENCE #12
Argyris theory focuses, obviously, on how individuals act as their own leaders in an organization. He
says that there are two types of people: single-loop learners and double-loop learners. When something
goes wrong, single-loop learners will try to find other ways to complete tasks still within the guidelines of
a company, whereas double-loop learners will question the very principles of how the task is supposed
to be done in the first place. The theory also has a focus on growth from immaturity to maturity, specifi-
cally in these seven areas: (1) from passivity to activity, (2) from dependence to independence, (3) from
few behaviors to many behaviors, (4) from shallow interests to deep interests, (5) from short-term per-
spective to long-term perspective, (6) from subordination to equality or superiority, and (7) from non self-
awareness to self-awareness/self-control. As the theory is about growth of an individual, there is men-
tion of the setbacks as well. These setbacks revolve around communication, they describe communica-
tion being bad when its used for defense, when it is unable to address real problems, and when
someone wont admit fault.
SEE EVIDENCE #13
Leadership Inventory Revised 08/22/2017 12
37. Students will demonstrate knowledge
of the 4 Vs theory of leadership by
Grace (Center for Ethical Leadership)
38. Student will describe personal applica-
tion of the above theory (Grace)
39. Student will show knowledge of the
Situational Leadership theory by Her-
sey & Blanchard
HDF 290 The four Vs of ethical leadership model is based primarily around virtue, voice, vi-
sion, and values. These all combine to form a basis of leading in order to help the
common good. To talk about the terms more specifically, it is up to the leader to
identify and integrate their core values, carry out their vision of those values, voice
their values authentically, and overall acting virtuous. In addition to these, theres
service, polis, and renewal. Service is, of course, serving others, polis involves keep-
ing engaged in politics through public acts, and renewal is making sure voice and ac-
tions are consistent with values and vision.
SEE EVIDENCE #14
HDF 290 In addition to being a servant leader, my former boss, Jackie Palandrani displayed
characteristics of leading through the four Vs of ethical leadership. Jackie is very
strong in her values of helping the community, and makes sure she lives virtuously
as to more effectively communicate her message to others. Since she does so much
for her community, she has a very strong voice, and she uses it in order to execute
her vision. By doing this, shes been able to expand her after school programs and get
sponsors and donations so the kids in the community can use these resources for
free. That being said, she has a very strong polis, and is a major influence on the
town. Additionally, she makes sure to renew and reevaluate if needed depending on
the situation or any kind of new rules she might run into, and has devoted almost
her entire adult life to service.
SEE EVIDENCE #10
HDF 290 As it sounds, situational leadership is adaptive, it is based on four different leader-
ship styles that could be implemented at different times depending on the situation.
The first style (S1- telling leaders) involves leaders that make decisions and com-
municate them to others, and create roles and objectives. This is typically used in
time of disaster. The second style (S2-selling) involves explaining and persuading,
leaders that are open to suggestions and opinions, and leaders that want to sell
their ideas to others in order to gain cooperation. The third style (S3-participating) in-
volved leaders that share and facilitate, and leave decisions to their followers. The
fourth style (S4-delegating) involves letting others do work, being responsible for the
team but providing minimal help to solve problems, and followers asking the leader
to help with decision making from time to time.
SEE EVIDENCE #15
Leadership Inventory Revised 08/22/2017 13
41. Student will show knowledge of the
Relational Leadership model by
Komives, McMahon & Lucas
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal exam-
ples of implementing constructivism
HDF 290 This model explores the importance of working together to enact positive change.
There are many parts to this model, all of which overlap and work together, the first
is empowering. Empowering is giving others a boost so they can engage. The next,
purposeful ensures that there is actually a purpose for change. Next is process-
oriented which involves making sure a group doesnt interact with each other in
such a way that it impacts work. Next is inclusive which encourages diversity and
equality. And finally is ethical which ensures that the leader has good morals.
SEE EVIDENCE #16
HDF 290 Constructivism is based off of learning from experiences. As we pick up on whats
right and whats wrong from our experiences, we use that information to decide how
to make decisions in the future.
SEE EVIDENCE #17
HDF 290 We had a constructivist environment in HDF 290. In this class, we were frequently
asked about why we did certain activities, usually some kind of simulation of some-
thing that could happen in the future. Because we were constantly being forced to
think about why we were doing certain things instead of mindlessly walking
through it, as many other classes are, we were forced to think critically and think
about how we would handle the situation further.
SEE EVIDENCE #17
Leadership Inventory Revised 08/22/2017 14
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome
86 Student will demonstrate knowledge of
relevant laws and policies related to is-
sues of equity and its relationship to
leadership (i.e., Title IX, Affirmative Ac-
tion, Protected Classes, etc.)
Outcome Category: Critical Thinking
Outcome
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
104. Student will show knowledge of at least
five problem solving / conflict manage-
ment methods, as well as understanding
the roots of conflicts
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290 GWS 150 In both HDF 290 and GWS 150 we talked a lot about inclusion in the workplace and the laws surround-
ing discrimination. There have been many laws put into place to prevent an employer from discriminat-
ing against anyone for their race/ethnicity, ability to become pregnant, disability, age, veteran status, re-
ligion, etc. Unfortunately, even with all these laws making these groups of people protected, employers
still find ways to discriminate under the table.
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290 (1) make a pro/con list to weigh options (2) consult one or more friends about the issue to eliminate bi-
ases (3) break up a big decision into smaller ones so theyre more manageable (4) play out possible
situations in your head to possibly see which decision would involve the least amount of risk (5) trust
your gut and just choose and go with it.
SEE EVIDENCE #18
HDF 290 My most frequent method of decision making is going with my gut. As mentioned in evidence #4, one
of my strengths is adaptability, so I have no problem making impulsive decisions and just dealing with
what happens afterwards. Although, some decisions are still really hard for me. When its really tough
for me to make a decision I will ask the opinion of anyone around that I can find and make a mental
tally of who said I should do what. Then, I of course play out the different options in my head. I think
when I make decisions, its either I make it impulsively or Im extremely indecisive and try every
method I could think of. Although I dont make them often, pro/con lists help me when I have to make
very important decisions. The first time I made a pro/con list for a decision was when I was choosing
which college to go to, because I saw Rory do that in Gilmore Girls, and it really did help to make the
process easier. I feel that when I made the list I also found myself breaking up the problem into little
bits because the list forced me to address every little thing.
SEE EVIDENCE #19
HDF 290 (1) identify issue, identify options, evaluate options, implement chosen solution (2) listen to issue in its
entirety before making a decision (3) be impartial/dont pick sides (4) dont put it off until later (5) ask
for the opinions of others
SEE EVIDENCE #20
Leadership Inventory Revised 08/22/2017 15
 105. Student will describe personal examples
of having used five problem solving /
conflict management
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
109. Student will demonstrate knowledge of
active listening techniques
110. Student will describe examples of using
active listening skills
142. Student will show knowledge of planning HDF 290
and conducting interviews (as the inter-
viewer)
HDF 290 As seen in evidence #3, I am currently leading my group for a project in macroeconomics. At the begin-
ning, our professor didnt give much instruction, so our group was very unorganized and everyone was
very confused on what to actually do. First I identified that the main issue we were having was our dis-
organization and my groups inability to all meet up at one time. To try to solve these problems, I used
every available method to talk to each member of my group. I had to do this right away, as our presen-
tation was in a week from the time these conflicts came up. Once I was able to communicate with eve-
ryone and delegate the work, everything worked out fine.
SEE EVIDENCE #3
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290 Active listening is extremely important, especially in college where the course material is thrown at us
very fast and there is almost never time to go back. Some active listening skills include, first and fore-
most, paying attention. Another strategy is withholding judgement, this is especially important as to not
be the victim of selective hearing and, therefore, selective learning. Other strategies include reflecting
and summarizing which are especially important in college when taking notes because there is fre-
quently not enough time to write them verbatim.
SEE EVIDENCE #21
HDF 290 All college courses I have taken thus As mentioned in outcome #109, active listening is especially important in college lectures. In addition to
far having to actively listen to the professor lecturing and take notes, its equally as important to be an ac-
tive listener to peers. Whether its a peer giving a presentation or telling a story about their weekend, its
important to actively listen to either retain knowledge or advance socially.
SEE EVIDENCE #21
GWS 150 For my HDF 290 class I had to conduct an interview with the owner of a small business, which I chose
my former boss for, and for my GWS 150 class I had to interview my shero (she-hero). My shero inter-
view was the first real interview I ever conducted and I found myself asking better and better questions
as the interview went along and I felt more comfortable. Overall, I felt satisfied with both interviews.
SEE EVIDENCE #22
Leadership Inventory Revised 08/22/2017 16
144. Student will show knowledge of prepar-
ing for and effective answers in inter-
views (as the interviewee)
145. Student will describe personal examples
of preparing for and being interviewed
HDF 290 job interviews When going to an interview it is extremely important to prepare beforehand and not just walk in blind.
Here at URI, we have resources in the Academic Enhancement Center for mock-interviews so students
can practice basic interview questions. If one doesnt have access to a resource such as this one, its
very easy to look up some generic interview questions online and have a friend or family member con-
duct a mock-interview. Additionally, its important to have a complete and professional resum. This will
tell your possible future employer all of your previous experience so it is extremely important. The final
very important factor in preparing is how to dress for an interview. Nonverbal communication is key, and
you want your possible future employer to see you as professional, clean, and capable.
SEE EVIDENCE #23
HDF 290 job interviews My first interview I ever did was for a job as a camp counselor. I knew I had to prepare so I did a lot of
talking with my brother, who had previously had the same job. He helped me figure out how I would an-
swer certain questions, and told me what the employer actually cared about on my resum. My inter-
view was over skype, so I didnt have to dress quite as nicely as I would have had the interview been in
person, but I still made sure I looked put-together and that I was skyping in a clean-looking environment.
SEE EVIDENCE #24
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EVIDENCE #1
My friend Ellie and me after a yoga class

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EVIDENCE #2

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EVIDENCE #3
Notes as proof of
leader-
ship in my ECN
group project

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EVIDENCE #4

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EVIDENCE #5

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EVIDENCE #6

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EVIDENCE #7

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EVIDENCE #8

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EVIDENCE #9

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EVIDENCE #10
photos from Jackies programs, used in my interview presentation

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EVIDENCE #11

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EVIDENCE #12

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EVIDENCE #13

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EVIDENCE #14

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EVIDENCE #15

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 EVI-
DENCE #16

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EVIDENCE #17
screenshot from HDF 290 syllabus which talks about constructivism

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EVIDENCE #18

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EVIDENCE #19

screenshot from Gilmore Girls

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EVIDENCE #20

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EVIDENCE #21

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EVIDENCE #22
Part of my interview with Sarah Weldy
for Shero project

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EVIDENCE #23

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EVIDENCE #24

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Greenleaf, R. K. (1997). Servant leadership: A journey in the nature of legitimate power and greatness. New York: Paulist.

Hersey, P. & Blanchard, K. H. (1969). Life-cycle theory of leadership. Training and Development Journal, 23, 26-34.

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Hurdle, A. (2016, September 29). 3 Powerful Decision-Making Strategies of Successful Leaders. Huffpost. Retrieved from: https://www.huffing-
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Komives, S.R., Lucas, N., & McMahon, T.R. (2013). Exploring leadership: For college students who want to make a difference (3rd ed.). San Fran-
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Somerstein, L, PhD, E-RYT. (2014, August 18). How to Use Yoga and Meditation to Relieve Stress and Anxiety. GoodTherapy.org. Retrieved from:
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