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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
*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.
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence
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.
Leadership Inventory Revised 08/22/2017 3
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
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
Leadership Inventory Revised 08/22/2017 4
HDF 415: FLITE Peer Leadership
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
R objectives
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
Skills S
For example, the HDF 190 retreat required many hours on a weekend, preparation, and attempting to
get complete strangers to open up about personal issues. I know that I was very nervous for this
retreat, because I typically want people to like me, but I did not want to lose credibility as a leader for
being too light-hearted or silly. There was facilitation of conversations regarding active listening and
privilege in society, as well as forming a creative full values contract. These conversations all had to
have a debrief, and at the time I was very concerned with how that would go because I was not strong
in the area. I remember asking friends to roleplay what a conversation would be like for the students
and looking up how to debrief conversations and activities. Prior research really did not help much and
experiencing it hands-on was the true learning experience. Overall, I feel it was successful, and I look
back on it wondering what I was so nervous about.
Combining mechanical engineering and leadership studies is no easy task, yet somehow, I manage to
turn in my assignments, keep track of my students’ work, and have time to participate in organizations
on campus. This takes conscientiousness, diligence, and organization, and I have finally found a
method that suits my personal needs.
SEE EVIDENCE #2
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 190 VIA institute, Four Vs Model, Gallup According to the Values in Action quiz we took in HDF 190, my top five values include forgiveness,
statement (Sources = VIA, values Strengths humor, fairness, kindness and honesty. Using the “four V” model we discussed in class, I came up with
clarification exercises, etc.) a personal values statement (also called Voice in the model). I want people to speak and act with
integrity, as well as consider compromise tolerance towards others. The integrity aspect comes from
the fairness and honesty values. The compromise comes from the kindness and forgiveness as well as
fairness. Everyone has something to say and it should be expressed with honor. I hope to see more
VIA Institute on Character. (2001). Learn Your 24 Character Strengths: Free VIA Character
Survey. Retrieved from http://www.viacharacter.org/www/Character-Strengths
Gallup. (n.d.). Learn What the 34 CliftonStrengths Themes Mean | Gallup. Retrieved March 25,
2019, from https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-
domains
Center for Ethical Leadership. (n.d.). “Ethical Leadership”. Retrieved March 25, 2019 from
http://ethicalleadership.org/about-us/philosophies-definitions/ethical-leadership
SEE EVIDENCE #8
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to HDF 190 Social Change Project, Tuckman’s During FLITE, we were assigned a group project that was quite involved. We were asked to participate
lead a project from start to finish (follow- Theory in an event that promotes social change, as social change is collaborative, not simple, and addresses
through) the root cause of the issue. Specifically, the collaborative aspect is crucial. Our group went through the
Tuckman Group Development Model, almost by definition. Initially forming, we were careful of what we
said around each other and more reserved as we did not know one another. As we progressed into
storming, we had conflicts with our plan and idea. We were attempting to establish roles, and there was
inevitable conflict for leadership roles. Once we came to compromises, we began the norming stage,
where we began to trust one another and established respect all around. At this point, we divided up
the workload of the project and formed our ideas into cohesion. The performing stage is where we
finished the assigned work collaboratively. We had roles and we all fulfilled them, from writing the
essay to presenting the slideshow and working out all the kinks in between. Once we gave the
presentation we moved to the adjourning stage, where we debriefed and concluded the project.
Personally, I was heavily involved in the project, as I provided much of the compromises and
unfortunately the conflict. However, we completed the project as a team and we concluded on a
positive note, despite initial setbacks and problems.
If we had worked together more during this group project, we would have been more
successful. Many times, only some of the members could meet at once, or members had to
leave our group meetings early to fulfill prior obligations. This led to uneven workloads and
miscommunications on our content. When we presented, we went over the time limit that was
given, and despite knowing it was none of our faults, we still felt disappointed and thought we
could have done better. However, members who could not make all of the meetings still wanted
to do their share of the work and tried to make their schedule open for the rest of the group.
Overall, we successfully executed the project and I’m quite satisfied with what our result was.
Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved March 25,
2019, from https://www.adventureassoc.com/tuckmans-stages-of-group-development/
Gleitman, H., Gross, J., & Reisberg, D. (2007). Psychology (8th ed.). New York, NY: W.W. Norton.
Gallup. (n.d.). Learn What the 34 CliftonStrengths Themes Mean | Gallup. Retrieved March 25,
2019, from https://www.gallupstrengthscenter.com/home/en-us/cliftonstrengths-themes-
domains
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
Listening refers to the commitment to be actively involved in the conversation. Active listening is
especially important in that social cues can be seen through body language and things that are not
being said. The group dynamic benefits greatly when all members feel that they are being listened to.
Empathy, in this context, is defined as striving to understand others despite differences. Empathy and
listening are tied together in that to empathize we must be able to listen and successfully understand
what another person is trying to convey. Healing attempts to remedy others’ pain and mend
relationships. It is most effective to move through conflict in order to make progress on a common goal.
Awareness, with emphasis on self-awareness, intends to allow us to lead from a more complete point
of view. This includes mindfulness of self as well as social intelligence. Persuasion is defined in the
model as a form of communication to make decisions rather than using authority. The goal is not to
force others to submit, but rather explain why the decision is the best for the group. Conceptualization
refers to the see past short-term goals and look towards bigger and greater goals that take more time
and more effort. This implies a balance between daily and conceptual thinking. Foresight is closely
related to conceptualization in that they both aim to see into the future rather than the present.
However, foresight includes synthesizing a solution from patterns and past experiences. Stewardship is
arguably the most important, in that it is the main goal of the model: serving others’ needs.
Commitment to the growth of people is fairly self-explanatory, in that in encourages involvement in the
growth of others. This is similar to the relational leadership model in that they both foster a personal
connection with someone. Building community leads the group to have a stronger and more stable
dynamic in that the group feels like a part of a higher cause, rather than one person in a crowd. Each
individual has a perspective to add and they should be heard. Servant leadership is more popular than
ever due to its success in many organizations.
Greenleaf, R. (1970). The servant as leader. Paulist Press. New York; NY.
St. Thomas University. (2014, November 25). What is Transformational Leadership? How new ideas
produce impressive results. Retrieved March 15, 2019, from
https://online.stu.edu/articles/education/what-is-transformational-leadership.aspx
As all of my Gallup strengths fall into the relationship building and influencing categories, I use this to
generate my sense of credibility and respect among the students. I am not going to be their friend at
Leadership Inventory Revised 08/22/2017 13
this point in time, but rather a resource for any questions they may have. We work to create a more
efficient system. For example, we created a means of messaging each other outside of class in order
for me to relay any messages. This way was more convenient than me emailing them, and more
instant, so they can know the information right away.
Using transformational leadership as a peer leader in HDF 415 has really benefitted me by making me
seem more of a credible leader, rather than just a student in the minor.
Most leadership studies students first learn of this model in HDF190, however I
truly understood its content in HDF415, while reviewing the upcoming information
and readings for the students.
Our classroom always sits in small groups, rather than desks or in rows. This allows
for collaboration and conversation. As a peer leader, allowing students to ask
questions, work in groups, and communicate with peers during class time has
benefitted me in that they typically answer each other’s questions, which lessens the
burden on not only me but my professor and other peer leaders. Implementing
constructivism, especially in a leadership setting, seems common sense, but as I’ve
seen in my classes for my major, it really does promote a different tone that
encourages teamwork and collaboration.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco:
Jossey-Bass.
In our Social Change project, we addressed all of the seven C’s through our time
spent with the Walk a Mile in Her Shoes event. Within the individual values, I
specifically used the Commitment component. I was present and available to pick
up the slack. I always volunteered to do extra work if needed. Our group used
collaboration the most, as we didn’t want to work on anything without the other
members’ support. We tried to get together with all seven members as much as
possible and worked around our busy schedules to meet. We used Citizenship from
the community values in that we advocated for a cause that would better society.
Throughout the experience I used the social change model heavily; not only was it
required but it was also extremely relevant.
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability FLM101H In FLM101H, we were assigned a project which involved researching and writing our own film
to synthesize multiple knowledge proposal. In the course, we learned about the history of film, as well as analyzation techniques and
perspectives (course work), competencies symbolism commonly used in modern films. One of the requirements for the assignment was that
(communication, writing, information there must be an international aspect to our original film pitches. For example, the main character of
literacy or mathematical/statistical skills) mine was an immigrant from the Philippines. To accurately represent an immigrant in my film, I had to
and responsibilities (global, diversity & research about populations and cultural nuances of Filipino immigrants. This contributed to the setting
inclusion or civic knowledge) as well as her cultural background. I also researched about drug dealing culture, as the protagonist
was involved in a drug-dealing ring. I had to look up specific names of drugs as well as slang terms,
and how they are used. I received an 85 on the assignment, which synthesized originality, and
completion of all components, including the involvement of the multicultural aspect. The course
completes the C2 general education requirement (Global Responsibilities), implying that the course
includes aspect of diversity in it. Writing this film pitch seemed like a creative writing assignment more
than anything, but we had to include elements of symbolism that we had previously learned in the
class, as well as film transitions and camera angles. Merging creative writing, international themes,
and film vocabulary was difficult for me, as I am not creative in a traditional sense, however writing
this film resulted in a project that I am proud of.
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 FLITE retreat During the day of discovery, we talked heavily about how to use active listening techniques. We also
active listening techniques talked about how body language also greatly contributes to active listening. Listening is more than
understand what others are saying, it is about how they say it and in what context. This set us up for
success in both our small groups and in class in that we were able to effectively respect and provide
feedback to others’ ideas.
There are five main components of active listening: encouraging, restating basic ideas, reflecting
feelings, clarifying, and summarizing. These are intended to show that the stated idea is confirmed.
They are typically self-explanatory. Each of the five components, based on PSU’s 1990 Mediation
Handbook, has a few goals for each. To encourage someone, we must show interest and maintain the
conversation. Restating ideas is to confirm understanding and meaning. Reflecting feelings is
empathizing and reflecting the stated ideas. Naturally, clarifying and summarizing are specifying and
concluding on the presented topics.
Active listening is crucial to interpersonal communication. Not only is it polite, but it is critical to leading
a group. Learning this at the beginning of the retreat helped us set a tone for the rest of the semester
and the rest of our college experiences.
Center for Creative Leadership. (n.d.). The Big 6: An Active Listening Skill Set. Retrieved March
25, 2019, from https://www.ccl.org/multimedia/podcast/the-big-6-an-active-listening-skill-set/
These experiences have taught me credibility and responsibility as a leader, as well as establish trust
with the people I work with.
Neill, J. (2004, June 4). Growth = Challenge Support. Retrieved April 28, 2019, from
http://www.wilderdom.com/theory/GrowthChallengeSupport.html#GrowthChallengeSupport
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership. Jossey-Bass.
San Francisco; CA.
Komives, S.R., Wagner, W., & Associates. (2009). Leadership for a better world:
Understanding the social change model of leadership development. San Francisco:
Jossey-Bass.
Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved March 25,
2019, from https://www.adventureassoc.com/tuckmans-stages-of-group-development/
From an outside perspective, I saw my small group in HDF 415 go through each stage, as
expected. The students first went through forming and were uncomfortable with conversation
as they didn’t know each other very well. They then went through storming in terms of
scheduling conflicts and choosing a project topic. Norming occurred when they realized that
they had no choice but to make the best of it. Performing really happened when they went for
their social change project and really bonded outside of class. I watched them come back the
next class and the dynamic had really shifted for the better. During our last class, I gave my
students each a personalized thank you card, as well as have them write something nice about
each student. We adjourned and made sure each student knew that I was available as both a
resource and a friend if they needed. This really opened my eyes, as seeing it from an outside
perspective changed my view on group development.
Ramsey, D. (2017, March 20). Tuckman's Stages of Group Development. Retrieved March 25,
2019, from https://www.adventureassoc.com/tuckmans-stages-of-group-development/
Neill, J. (2004, June 4). Growth = Challenge Support. Retrieved April 28, 2019, from
http://www.wilderdom.com/theory/GrowthChallengeSupport.html#GrowthChallengeSupport
Neill, J. (2004, June 4). Growth = Challenge Support. Retrieved April 28, 2019, from
http://www.wilderdom.com/theory/GrowthChallengeSupport.html#GrowthChallengeSupport
A few of my FLITE small group students were unsure if they were going to continue in the Leadership
Studies Minor. I gently reminded them of the great opportunity they have in front of them and it is too
good to pass up. With the small group and one on one conversations, I have changed the minds of
almost all of my students and suggested that they stay on track in the minor. These conversations
changed both my view and their own and has made me consider their perspectives more
empathetically.
Miguel Ruiz, D. (1997). The four agreements. Amber-Allen Publishing. San Rafael; CA.
In FLITE, we worked on our Social Change project for about a month, organizing
and executing our presentation. We all tried to share the work evenly, but when it
Leadership Inventory Revised 08/22/2017 29
came to the end and we had issues, I decided to step up and make sure our project
was the best it can be. I attended every group meeting and work diligently on what
was assigned. I volunteered to make a video showing our development as a group,
because no one else in the group had the time or resources. I also edited our group
paragraph as it had greatly exceeded our page limit. I managed to shrink it down to
half a page less than it was, and I know that my group is grateful for that. I was
adaptable in my work and made sure that no one was overwhelmed or
misinformed. Since we had such a sensitive topic of sexual and domestic assault, I
know that it was crucial to check in with every member. I made sure everyone was
comfortable with our course of action, even messaging people separately to make
sure they were okay with our ideas and concepts.
Through the experiences, I wanted to make sure my group members knew that I
was trustworthy and credible as a teammate and a leader. As both assignments were
successful, I would say that I have done my job as an accountable leader.
As a peer leader in HDF 415, I made connections with my students through one
on one meetings and creating a resource for out of class communication. In my
one on ones, I planned them to be leaning towards getting to know them
personally and forming that relationship where I can ask questions about their
personal lives and things they are involved in. I used my strength in positivity
and my value in humor to keep our group dynamic lighthearted and fun, while
we complete our work to the best it can be. In our group message, I made sure to
remind them of events in class and assignment due dates. This made me seem
like a credible leader, all while keeping the group fully engaged.
A disadvantage to peer leading is that there is a fine line between challenging the
student and supporting the student. If the student expects too much from the leader,
there will be no development. If the student receives too much challenge, they will
not grow, but rather they shut down. This leads to a divide in what the peer leader
161. Student will describe personal examples HDF 190 HDF 415 As a student in HDF 190, I was placed in a small group of seven other students and
related to being a peer leader and being a peer leader. My peer leader was excellent, in that she always led us to our own
led by peers
conclusions and supported us when necessary. She led our conversations regarding
the leadership principles presented in our class, as well as debriefed our experiential
activities. She made it clear that even after our class ended, she would still be a
resource for us, and in our one on one sessions, she made sure to get to know all of
us personally, as well as address our academic needs. She was an inspiring and
credible leader and I have the utmost respect for her. She established community
between her students and the leadership studies minor, as well as going above and
beyond to be sure we had what we needed to be successful.
As I have been a peer leader in HDF 415 and seeing what my peer leader had done
for us, I try to implement these traits in my own small group. I made sure that they
knew I would be a resource to them, referred them to opportunities and resources
on campus, and tried to implement community through our group dynamic, our
class and the rest of the Center for Student Leadership Development. I made myself
available to meet outside of class to meet with them before assignments were due,
offered feedback even if I didn’t have to, and showed students where to make the
most of their leadership experience. Through their feedback, I feel as though I was a
peer leader that served them through their introductory leadership course, and I
hope to keep the bonds that we have made throughout the semester.