Inventory Outcomes Joseph Robles

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

Date Enrolled: Fall 2016
Date of Graduation: Spring 2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
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 Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course PSC 304: Introduction to Public Administration
COM 322: Gender & Communication option) PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 412: Historical, Multi-Ethnic, & Alternative Leadership SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (capstone option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 413: Student Organization Leadership Consulting THE 341: Theater Management
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership

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

practice 3. Broaden Your Perspectives…
§ Communication Understand others
§ Group Development
§ Inclusion § Hierarchy of needs
§ Citizen Activist Skills 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 letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 414 My personal values statement is: Above all I value honesty,
statement (Sources = VIA, values
clarification exercises, etc.) perseverance, humor, self-regulation and perspective. These
characteristics show who I am and what I value in my peers as well.
My personal values statement arises from my VIA character strengths
test. My top 5 character strengths are as listed above honesty,
perseverance, humor, self-regulation and perspective.
See Evidence #1& #2

https://www.viacharacter.org/survey/Surveys/Finished/
9. Student will demonstrate practice of the HDF 414 My top 5 Character value strengths are honesty, perseverance, humor,
personal values statement
self-regulation and perspective. I most identify with perseverance,
because I work hard and I am dedicated to finish a task or project I
started. My change agent is committed. I identify with this because it
links with my top character value strengths self-regulation and
perseverance. My change agents and value strengths all show that I
am hard working committed person when it comes to any task. My
self-regulation value strength shows that I discipline myself to stay
committed to tasks and projects that I start. They can see the paths,
small steps, for changes needed for a more sustainable future, convert
it into a task list and timeline, and follow through effectively. I
believe this relates to my change agent committed and my value
strengths: perseverance, self-regulation and perspective. With the
perspective strength I can see the paths for changes. With
perseverance and self-regulation, I can commit to working on
converting the paths and ideas into a task list and timeline. They have
a commitment to finding solutions to societal problems. All of my top
5 value strengths would pertain to this besides humor.
See evidence #2 (forum)

10. Student will demonstrate the ability to HDF 414 In HDF 414, I lead a project from start to finish. I first discovered my
lead a project from start to finish (follow-
through) strengths that would help me direct my project. I then researched
about the group I am advocating for, college students with
disabilities. I was able to find 4 scholarly articles about my topic. I
then found contacts of groups and people that provide service for
students with disabilities and interviewed two of them. I gained a lot
of useful information about college students with disabilities through
them. With the information I gained from my research and
interviews, I created my project, Understanding Sheets.
Understanding sheets are sheet of paper for professors who have
students with disabilities that lists the student’s disabilities, along
with describing the disability and ways to accommodate this student.
I then wrote my paper and presented my project in a poster board
presentation.
See evidence #3
11. Student will describe goals and objective HDF 414 St. Nicks Alliance My goals and objectives for my personal, career and community
statements regarding personal issues,
career issues, and community issues Fundraisers issues all have different tracks but a similar goal. I try to live life to
the fullest every day, I do not like to waste time because I see time as
a very valuable asset. I am aiming to graduate as an Economics major
with a Business minor, I hope to become successful in implementing
my studies into my future career path. I believe my future career will
be in real estate, with the skills I obtain from my real estate career, I
wish to eventually help develop low income housing. My father is
chairman for St. Nicks Alliance, this charity supports the rights of
low- and moderate-income people to live in safe, affordable, quality
housing. At a young age my father used to bring me around the St.
Nicks fundraisers and I would help set up, run and clean for the
fundraiser. I hope to one day join this charity to help the lives of low
income families in Brooklyn. I believe that everyone should give

back to their communities especially the ones who become
successful.
See evidence #5
https://www.stnicksalliance.org/board/
12. Student will show evidence of goals and HDF 414
objectives that were planned and ECN445 This semester for my senior research seminar in Economics, I worked
achieved
on a research project that took place over the whole semester. The
project was on the behavioral economics of advertising and brand
loyalty on consumer preference. My group and I had to come up with
a hypothesis then test it through an experiment on 36 people. My
group wrote a research paper on our topic and will be presenting it in
front of the economics department. Completing such an in-debt and
hands on research project felt extremely satisfying and relieving. This
goal that was achieved was a big step in helping me believe I can
achieve my larger goals in my future career and life
See evidence #6
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF 414 In HDF414, I learned my top Gallup strengths. My top 5 Gallup
Signature Themes, shadow side of
Strengths and/or weaknesses, and strengths are analytical, competition, futuristic, deliberative and
examples of application (Source = Gallup) command. For analytical, when analyzing a situation, I look at many
factors that may affect the situation. I am someone who sticks to the
numbers. When discussing sports, I always bring up statistics because
I believe that is what truly identifies the success of a players. For
competition, I was always an extremely competitive person in
everything I participate in. I believe I have such a competitive nature
from playing sports while growing up. I believe being competitive is
a good thing because it shows drive. For futuristic, I believe I am a
futuristic person because I always like to plan ahead. I am not
someone who lives one day at a time, I like to have a plan. I feel like
without a plan you don’t have direction. For deliberative, when
making decisions I am slightly hesitant because I like to make sure I
am making the right decision. I think about the effects of the decision
and if the decision is very difficult I try to weigh out the pros and
cons. For command, if things are going well in a situation I don't try
to take control of it. But, if things are going bad in a situation and
nobody realizes I feel the need to take control of it.
See evidence #4 (Forum)

18. Student will describe personal leadership HDF 414 Internship with RPM I apply my strengths to my leadership and personality style in many
style and/or personality style including
strengths and weaknesses and examples Warehouse ways. I believe my best strengths are analytical and futuristic.
of application (Sources = Leadership style Analytical means I look at many different factors in a situation. It also
inventories, the L.P.I., Type Focus means I stick to statistics while approaching a problem. I believe that
(MBTI), LAMP, DISC, and other career
inventories, etc.) statistics can truly determine the resolution of many issues because it
shows factual evidence of success or failure in a certain situation.
Futuristic means I look at situation on how they could be impactful
later on. Futuristic is a strong characteristic because everything has to
be maintained or adjusted to keep up with the future. I believe that I
look forward in situations to see the possible positive and negative
impacts. I plan things out because without a plan you have no
direction. Over the past summer I had an internship in a coffee bean
warehouse, doing supply chain management. Some of the workers all
car pool in 2 company vans, I had to make a report on whether it
would be economically beneficial to switch to one van or keep 2 vans
depending on time and gas money. I looked at the analytics and it
seemed as if it was not beneficial to switch to 1 van, although it
would save gas money it would increase the travel time of the
workers tremendously. I then mapped out the most efficient van route
for the company’s worker reducing their travel times in the morning.
See evidence #4 (forum)
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
leadership Weber
20. 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)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 414 In HDF, I learned about servant leadership. Greenleaf explains how a
“Servant Leadership” theory of leadership
by Greenleaf leader must not only have integrity but also must have great insight,
intuition, judgement and intelligence. Servant leaders learn to listen
well and will accept responsibility rather than placing blame.
Greenleaf describes how his ideas apply to institutions, trustees,
businesses, schools, foundations and churches. In institutions having
a single person in charge and everyone positioned under her will not
due, the leader of an organization are to be servant first and first
among equals. For an institution to become a servant leader in its
field, it must be led by a Board of Trustees that are servant-first
leaders. In business, work exists for the person as much as the person
exists for the work. Put another way, the business exists as much to
provide meaningful work to the person as it exists to provide a
product or service to the customer. In foundations, they are often
insulated from criticism and develop a savior complex. Foundations
must open themselves to regular critique, deeply analyze their
methods and grant recipients, and build turn-over into their directors
to keep a fresh perspective. In Churches, effective churches will form
when the followers refuse to follow leaders who are not servants.
Leaders who inspire, teach, and entertain but who do not serve are not
to be followed.
Evidence: #8 https://www.greenleaf.org/

28. Student will describe personal application HDF 414 Hegemon for Tau Kappa As Hegemon of my fraternity, it is my duty to be the chapter
of the above theory (Greenleaf)
Epsilon Fraternity educator, primarily concerned with the preparation of Candidates for
Initiation. I had to Ensure that Candidates are registered with the
Offices of the Grand Chapter. The Hegemon should register using the
TKE Chapter Module, manage the Candidate education program and
monitor the progress of Candidates towards Initiation, and implement
a membership development program for all members. Along with
preparing a written Candidate education program that stresses
scholarship, recruitment, active participation, and leadership. I
continuously checked in on the new members to assure that they are
preforming well in their classes. I also helped some new members by
getting other brother to tutor them in classes they had difficulty in. I
taught them the values of becoming a member of Tau Kappa Epsilon.
See evidence #7
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. 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)
37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)
“Relational Leadership” model by
Komives, McMahon & Lucas
of the above theory (Komives et al)
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 414 In HDF, I learned about the social change model of leadership. The
“Social Change Model of Leadership
Development” by Astin et al work began in 1994, the initial research was done at the Higher
Education Research Institute and provides for leaders who may not
hold traditional roles of leadership but rather want to make a positive
change. The social change model of leadership examines leadership
development from three different perspectives: individual values,
group values and community/society values. Individual values have
to do with consciousness of self, congruence and commitment. Group
values has to do with collaboration, common purpose and controversy
with civility. Society/Community values has to do with citizenship.
The social change model of leadership also contains the 7 C’s of
leadership. The 7 C’s are: Consciousness of Self, Congruence,
Commitment, Collaboration, Common Purpose, Controversy with
Civility and Citizenship.
Evidence: #9 Astin, Helen S. and Alexander W. Astin. A Social

Change Model of Leadership Development Guidebook Version III.
The National Clearinghouse of Leadership Programs, 1996.
48. Student will describe personal application HDF 414 In HDF, I created a project that advocated for college students with
of the above theory (Astin et al)
disabilities. In my project in applied the social change model of
leadership. Our group emphasis is a collaboration and interaction
between college students with disabilities and their professors.
According to research, Students perceived the accommodation letter
as something’s wrong with them; consequently, they try to avoid
sharing this letter with the instructor for as long as possible,
sometimes almost until the end of the semester or right before a major
exam or quiz so they wouldn’t need to confront anyone. We believe
that students with disabilities should not have to deal with that stress
and should be accommodated properly so we want universities to
notice this issue. We learned that we are dedicated to making changes
for groups who truly need it.
See evidence #3
the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
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
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 414 In HDF, I learned about the cycles of socialization. Cycle of socialization
the “Cycles of Socialization” (Harro)
theory and its uses in leadership reflects on how people think about themselves and how people relate to
others. It explains that the way people see themselves and the way people
relate to others are influenced by their experiences and environment.
Harro believes that the way people relate to others and view themselves
may or may not be true therefore we should get out of our comfort zone
or the core to challenge the facts that we think is true about ourselves and
others. Harro states, “We need education for critical consciousness for all
group. We need to take a stand and begin a critical transformation that
can break down this cycle of socialization and start a new cycle.” Harro
explain how we need a standard or a guideline to help us to determine the
way we see think about ourselves and how we relate to others.
Evidence: #12 https://u.osu.edu/zeng.254/2015/06/18/response-to-

bobbie-harros-cycle-of-socialization/
72. Students will demonstrate personal HDF 414 In the U.S. the Civic Society has created a misperception in regards to
application of the “Cycles of
Socialization” (Harro) my target group of students with disabilities. A misperception of college
students with disabilities in U.S. Civic Society, is that learning
disabilities are easily diagnosed. There is no quick and easy way to know
if a child has a learning disability growing up. It is known that learning
disabilities runs in families but determining whether a child has a
learning disability is a process that unfolds over time. Educators need to
offer detailed information of the child's progression and specialists need
to document performance for academic skills. Learning disabilities are
not easy to detect and sometimes students will enter higher levels of
education either misdiagnosed or not diagnosed at all.
See evidence #2 (Forum)

73. Student will demonstrate knowledge of HDF 414 In HDF, I learned about the cycle of liberation. Harro defines liberation
the “Cycles of Liberation” (Harro)
theory and its uses in leadership as critical transformation as one must name the problem in terms of
systemic assumptions, structures, rules or roles that are flawed.
Significant social change can’t happen until we are thinking on a
systemic level. The cycle of liberation model combines theory, analysis
and practical experience. There are many phases of the cycle of
liberation. Waking up phase is where liberation begins when a person
begins to experience themselves differently in the world they have in the
past. The getting ready phase involves consciously dismantling and
building aspects of ourselves and our world views based on our new
perspectives. The reaching out phase provides us with feedback about
how our new worldviews will be met by others. We may get
encouragement and new friends as a result of taking a stand on
something that we were quiet about before. The building community
phase consists of dialoguing with people who are like us for support and
dialoguing with people who are different from us for gaining
understanding and building coalitions. In the creating change phase we
create a new culture that reflects our coalition’s collective identity: new
assumptions, new structures, new roles and new rules consistent with a
more socially just and equitable philosophy. Last phase is maintaining,
where what was brought about needs to be taken care of, learned about
and modified if needed.
Evidence: #13
https://geography.washington.edu/sites/geography/files/documents/harro-
cycle-of-liberation.pdf
74. Student will demonstrate personal HDF 414 A main aspects of the cycle of liberation that I focused on in my project
application of the “Cycles of Liberation”
(Harro) was the building community/ reaching out phase. The building
community phase consists of dialoguing with people who are like us for
support and dialoguing with people who are different from us for gaining
understanding and building coalitions. The reaching out phase provides
us with feedback about how our new worldviews will be met by others.
We may get encouragement and new friends as a result of taking a stand
on something that we were quiet about before. A parent of a child with a
disability might reach out to other people with disabilities to get their
child the help they need. The parent of the child with a disability might
also join an online discussion group to educate themselves about people
with disabilities.
See Evidence #10
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender
identity above
additional social identity development
model(s): Sexual ID, Faith &
Spirituality, Disability, Social Class
(Dillon et al; Fowler; Parks; Astin et al;
Peek; Smith; Johnstone; Gibson;
Forber-Pratt & Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge HDF 414 In HDF, I learned McIntosh’s theory of privilege. McIntosh believed that
of McIntosh’s theory of privilege and its
relationship to leadership some people benefit from unearned, and largely unacknowledged,
advantages, even when those advantages aren’t discriminatory. McIntosh
argues how a white perspective of racism is conditioned by something
that puts others at a disadvantage not something that puts white people at
an advantage. The inherent problems that might plague the involvement
of white people in social justice research are rendered something of an
advantage. She also argues that it is hard to disentangle the aspects of
‘unearned advantage which rests more on social class, economic class,
race, religion, sex, and ethnic identity’ than on other factors. White
individuals are not taught to think of themselves as racist because racism
is taught as an active element, rather than through the invisible systems
that confer dominance. An approval of whether the prejudice is right or
not does not change the advantages it confers on dominant groups
through embedded systems.
See evidence: #14 https://medium.com/@JohnJLindsley/peggy-

mcintosh-1997-291-describes-white-privilege-as-an-invisible-package-
of-unearned-assets-732c671f5fb5
84. Student will demonstrate personal HDF414 In HDF, I advocate for students with disabilities. college students with
application of McIntosh’s theory
disabilities are sometimes looked at differently when presenting their
disability to their professor. In a case study conducted by Barbara Hong,
in one situation one of the student’s accommodation for the class was
excused absences. The student assured the professor that she would only
use the accommodation in the worst scenario, the professor responded by
saying that she would not succeed in the class if she needed to use the
accommodation. The professor made the student feel awful and this
student felt like she was being treated like an invalid, which affected her
academics negatively. These students stress over presenting their
disability to their professor, therefore sometimes holding them from
doing so. These students should not have to feel bad about requesting
accommodations and professors should not look down to these students.
I believe that college students with disabilities struggle academically
because their professor lacks the knowledge of their disabilities, causing
them to not be able to accommodate them correctly.
See evidence: #3
85. Student will describe the differences
and similarities of individual and
institutional oppression and
relationships to leadership (Source =
Three Dimensional Matrix of
Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)

87. Student will show knowledge of HDF414 In HDF, I learned that becoming a change agent starts with recognizing
effective leadership as it relates to
change agency there is a need for change, defining responsibilities, by helping people
develop the skills or attain the knowledge they need, by embracing the
process of working with others, and by validating the importance of the
change project. First step to becoming a change agent is to claim the
personal empowerment to recognize oneself as a leader. Self-
empowerment is based on the personal awareness that you can be a
leader even if you are not the leader. The concept of power is involved in
understanding how individuals and groups accomplish change, how
power differentials influence civic engagement and sense of citizenship,
how individuals learn they have influence and are influenced by others
and how collaborative groups share power. Leadership self-efficacy has
an impact on choices individuals make. If a person has confidence that
she can make a difference with a cause or as a leader, she is more likely
to get involved. An individual is able to achieve and perform well if they
believe they can do so. Change agents are fundamentally responsible for
facilitating the change process.
See evidence: #15 Higher Education Research Institute (HERI). (1996).

A social change model of leadership development: Guidebook version
III. College Park, MD: National Clearinghouse for Leadership Programs
88. Student will describe personal HDF414 My change agent is committed. I identify with this because it links with
examples of being a change agent
my top character value strengths self-regulation and perseverance. My
change agents and value strengths all show that I am hard working
committed person when it comes to any task. My self-regulation value
strength shows that I discipline myself to stay committed to tasks and
projects that I start. They can see the paths, small steps, for changes
needed for a more sustainable future, convert it into a task list and
timeline, and follow through effectively. I believe this relates to my
change agent committed and my value strengths: perseverance, self-
regulation and perspective. With the perspective strength I can see the
paths for changes. With perseverance and self-regulation, I can commit
to working on converting the paths and ideas into a task list and timeline.
They have a commitment to finding solutions to societal problems. All of
my top 5 value strengths would pertain to this besides humor.
See evidence: #2 (Forum)

89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity”
by Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of
Intercultural Sensitivity” by Bennett
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational
Development Model (Jackson)
94. Student will show personal application
of the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention
Matrix (Pope)
96. Student will show personal application
of the Multicultural Change
Intervention Matrix
97. Student will create a personal code of HDF414 In HDF, I learned characteristics and perspectives of inclusive
inclusive leadership
leadership. When in class I see these characteristics and perspective with
my classmates. Being around inclusive leaders helps me become a better
leader from following certain aspects of another leader. My personal
code of inclusive leadership began when I became a member of my
fraternity. When I became a member of my fraternity I wanted to make a
positive impact and help my fraternity grow. I immediately became
involved by joining the executive board my second semester as a brother
in the fraternity. I helped organize fundraisers that raised money for St.
Jude’s children hospital. An inclusive leader to me is someone in a group
that works with everyone else in that group to make a positive impact.
See evidence: #11
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. 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
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
active listening techniques
110. Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)

127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
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
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)

144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers

Inventory Outcomes Joseph Robles

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LEADERSHIP

Name: Joseph Robles

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

§ Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

2. Student will demonstrate personal,

See Evidence #1& #2

See evidence #2 (forum)

Leadership Inventory Revised 08/22/2017 9

See evidence #4 (Forum)

See evidence #4 (forum)

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 11

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 13

Evidence: #9 Astin, Helen S. and Alexander W. Astin. A Social

Leadership Inventory Revised 08/22/2017 16

Evidence: #12 https://u.osu.edu/zeng.254/2015/06/18/response-to-

See evidence #2 (Forum)

See evidence: #14 https://medium.com/@JohnJLindsley/peggy-

Leadership Inventory Revised 08/22/2017 20

See evidence: #15 Higher Education Research Institute (HERI). (1996).

See evidence: #2 (Forum)

See evidence: #11

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 23

Leadership Inventory Revised 08/22/2017 24

Leadership Inventory Revised 08/22/2017 25

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