Outcomes

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the University of Rhode
Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical Thinking)
Targeted Classes
Experiences
Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210
Phone: (401) 874-2726
Fax: (401) 874-5317
CSLD Mission Statement

To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of learner-centered academic, experiential, and
co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement
The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods to prepare students to be competitive in the work place and global
marketplace. The CSLD seeks to progress as innovators for experiential engagement and enriching assessment.
CSLD Values Statement
Grounded in the Social Change Model of Leadership Development (Higher Education Research Institute), Relational Leadership Model (Komivies, Lucas, & McMahon), and Servant Leadership (Greenleaf), the URI Center
for Student Leadership Development values:
Engaged and experiential learning through a constructivist approach
Inclusion, Social Justice, and Civic Engagement
Ethical and Value-based Leadership & Relationship Building
Innovative Assessment and Presentation Models
MINOR IN LEADERSHIP STUDIES

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

Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in the College of
Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Class options
HDF 190: FLITE
Notes
Only offered in spring for first-year students
or
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors

Internship
3 credits
HDF 417: Leadership Internship

or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
or
COM 402: Leadership & Motivation

or
BUS 441: Leadership Skills Development

or
Portfolio
1 credit
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship experience for
graded credit
Offered in the spring and summer with Dr. Leatham

Offered in the fall and spring with Dr. Cooper
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
HDF 492: Leadership Minor Portfolio
Taken last spring semester of enrollment (some exceptions)
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
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) (introductory course
option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
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
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
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
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

Understand others
PROGRESS
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
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
EGR 106
All other class where I am expected

to study on my own.
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
HDF 190
I am Rushing AE and have to

organize my self so I have time to do
my work and go to pledge events.
In EGR106 we are learning a programming language which can be difficult by itself, but the lectures for
this class are optional to attend and are posted online if not attended. There are quizzes online and a
lab each week to asses how much we have learned. All of the learning for this class has to be done by
the student and it is up to me to read the textbook or watch the online lectures if I want to learn and do
well on the quizzes and labs. I need to monitor myself a make sure that I get the work done for this
class that I need to
My dorm is an LLC meaning most of the people in my dorm are similar majors and taking the same
classes, so when we all have assignments to do we remind each other and help with the assignments.
For HDF 190 there are not many people in my dorm taking the class so it is primarily up to me to
manage my time so that I get my work in this class done. I have to organize my time and know when to
tell myself time to stop doing physics time for leadership.
3.
Student will demonstrate the ability to

manage emotions
Student will demonstrate knowledge of
stress management methods
GER 112
IEP program
4.
5.

manage stress
PHY 203
MTH 142, EGR 106
6.
Student will express a personal code of

leadership / membership ethics
MTH 142
Classes with tough material to

understand.
7.
Student will demonstrate practice of the

personal code of ethics
PHY 203
Other classes that are possible to

cheat in.
8.
Student will express a personal values

statement
HDF 190
My life
9.
Student will demonstrate practice of the

personal values statement
HDF190
My life
I am part of the IEP program, which allows engineers of any discipline to double major in a language
and the engineering discipline of their choice. This is a very stressful program because on its own
engineering is a lot of work and can be very stressful, but adding a new language to that can make it
even more so. Knowing how to mange the stress of all this is a key part of doing well in this major.
I am part of the IEP program, which allows engineers of any discipline to double major in a language
and the engineering discipline of their choice. This means that I am taking a lot of very difficult classes
that have a lot of work in each of them. At times all of this work can be stressful but I am able to
manage my stress in these class by doing the work with my friends and relaxing with my friends. This
helps a lot because Im not doing work all the time, sometimes Im playing video games or watching a
movie with others under the same stresses of calculus physics and programming.
There is a lot of homework in MTH 142 and all of it is online. There are some cheats to get the answers
but I always try to go to my friends for the answers and I get and explanation as well as the answer.
The purpose of the homework is to judge how much of the material a student understands. That is why
I make sure if someone helps me or I help someone else with homework I make sure that the person
get an explanation of how to get the answer and not just the answer.
For PHY 203 there is a recitation that students are handed a sheet with physics problems on it. All of
the sheets are the same and the answers are all the same so some students dont do the problems
and just copy the answers off of their friends so that they can get an automatic A for that part of the
class. I try to do this differently and I put the work in for the physics problems trying to actually learn the
material and not just have to cram at the last minute for the exam. Not many students got to their
allotted time for recitation to hand in the sheet but I go to mine and the TA there helps me out if Im
struggling because he knows I want to learn the material.
When I took the VIA survey at the start of the semester my top value was Humor. I agree with this
because I see it used all the time in life and even before I took the VIA survey I tried to make humor a
big art of my life.
I see my top VIA strength, Humor, applied in my life all the time and even before I took the VIA survey
and found out that humor is my top strength. Every person that I meet I try to make them laugh whether
at me or with me because it makes me a more approachable person and they will feel more
comfortable around me. I also use humor when I am with my friends, it helps us be better friends if we
are comfortable joking around with each other sometimes making fun of one of us but we all know its a
joke and nobody feels targeted because everyone gets made fun of.
10
.

lead a project from start to finish (followthrough)
EGR 105
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
HDF 190
12
.
Student will show evidence of goals and

objectives that were planned and
achieved
All of my classes
with homework
13
.
14
.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
My whole life
Student will show application of Maslows

theory to own life
My whole life
15
.
Student will describe personal leadership

style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
Student will show knowledge of the theory
of Superleadership by Manz & Sims
16
.
17
.
HDF 190
Leadership institute, North woods

Challenge course
In EGR 105 we had a project about the Grand Challenges of Engineering. For this project all of the
work had to be done outside of class. The group that I was put in had very different schedules and I
organized times for all of us to meet and work on the project. My group had some trouble choosing a
topic but eventually we chose one and I helped divide up who should do which parts of the project.
In HDF 190 I explore who I want to be as a leader and how I can go about doing that for my specific
major. This exploration includes not just personal reflection but also reflection on how my choices may
affect the community, whether it is actions I take to help out in the community or actions that
inadvertently affect the community. This exploration of self and others allows me to have better goals
and objectives because I am much more conscientious of my self and everything around me.
Many of my classes have homework due on a regular weekly basis. Physics every Wednesday, Calc
every Sunday, and German every Mon. Wed. Fri. To get all of these homeworks finished on time I set
goals for myself to at least start them by a certain day and try to finish them the day before so that if
there are problems that are extra difficult I will have extra time to finish them or if something
unexpected happens that stops me from doing homework I will have an extra day to do it. This
planning of when to do my homework has worked out very well for me, so far I have gotten all of my
home work done on time and with time to spare.
Whether or not a person acknowledges Maslows hierarchy we all experience it everyday. Having
knowledge of this hierarchy lets me know what type of things some people want to prioritize.
I apply Maslows hierarchy of needs every day of my life consciously and subconsciously. The
hierarchy of needs is a description of how people act depending on what they need and value most, so
I start with the basics of getting food and shelter. I then move on to being accepted by others once I
have my basic needs to stay alive. After I have friends who I feel comfortable around I maintain my
mental health and try to better my esteem. Once I have all of these other needs met I am able to focus
on self actualization which is pursuing activities or goals for pleasure and no other reason.
I have taken the Gallup and VIA strengths finder. My top five in the VIA were humor, fairness, prudence
leadership, and teamwork. My top five in Gallup were analytical, adaptability, ideation, command, and
competition. I definitely agree with my top VIA, humor, because I always want to find the joy in
everything and making others, or myself, laugh is something I find very important. I also agree strongly
with my top Gallup, analytical, because I always think of what the outcome of my actions might be
before I do anything and think before I say anything which sometimes leaves me silent and looking for
the right words.
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18
.
19
.
20
.

Authority and Bureaucracy theory of
leadership Weber
Student will describe personal application
of the above theory (Weber)
Scientific Management theory of
leadership by Taylor
Target class
21
.
22
.
23
.
24
.
25
.
26
.

of the above theory (Taylor)
27
.

of the above theory (Greenleaf)
28
.
29
.
30
.
31
.
32
.

Principle Centered Leadership theory
by Covey
of the above theory (Covey)
33
.
34
.
35
.
36
.

Management by Objectives theory of
leadership by Drucker
of the above theory (Drucker)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
Servant Leadership theory of leadership
by Greenleaf
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)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
HDF 190
Living in my dorm with my friends
For HDF 190 I did a project, which required me to go out and serve the community in some way. By
doing this I learned a lot about how to be a leader in my community by serving it. I realized that it isnt
just about helping others but also being there for them when they need it and letting them know that
you are ready and able to help them at any time.
I have made friends with many of the other people that live in my dorm. After learning what it can mean
to be a servant leader I have let all of my friends know that I am always there for them and that they
can tell me anything or come to me any time. Doing this allows me to maintain a good dorm community
that gets along well and has very few troubles. I also help others in my dorm with their homework if
they need it because I want everyone to do well in their classes. I will often be in one of the lounges
studying with others and doing homework.
37
.
38
.
39
.
40
.
41
.
42
.
43
.
44
.
45
.
46
.
47
.
48
.
49
.
50
.
51
.
52
.
53
.
54

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
Students will describe personal examples
of implementing constructivism
experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
of the above theory (Astin et al)
the Leadership Identity Development
Model by Komives et al
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
.
55
.
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.

of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
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
68
.
69
.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
70
.
71
.
72
.
73
.
74
.
75
.
76
.

the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
the Configuration of Power (Franklin)
and its relationship to leadership
application of the Configuration of
Power (Franklin)
racial identity development via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
77
.
78
.
79
.
80
.
81
.
Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Target class
GER 112
Two week trip to Germany I took

over winter J-term
During my trip to Germany over winter break I learned a lot about German culture and how I could
better be a leader with a different culture. Even though I only had taken one semester of German prior
to this trip understanding the locals wasnt that difficult. It was very helpful to first attempt speaking to
natives in German even though most people were fluent in English. Speaking to the Germans in their
native language let them know that I cared about learning their culture and wanted to improve my
knowledge of their culture, and they would often help me with learning the language.
82
.
83
.
84
.
85
.
86
.
87
.
Student will describe personal examples

of being a change agent
Student will create a personal code of
inclusive leadership
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
Target class
88
.
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
EGR 105
EGR 106
89
.
Student will demonstrate proficiency of

critical thinking
EGR 105
For EGR 105 we were presented with a project regarding the grand challenges of engineering. The
project was to come up with a viable solution and give a presentation on it. Obviously we arent going
have a solution to a problem that all engineers face, but this certainly required a lot of critical thinking to
come up with a feasible solution to present to the class. The project wasnt meant to find an actual
solution but to help us build one of the most important parts of being an engineer, critical thinking.
In this class we were given a group project in which the group had to choose one of the grand
challenges of engineering and present a solution to the class. These are real challenges that the world
is facing and people who have already study the fields necessary to solve these problems have not
created a viable solution to them yet. The challenge that my group picked was providing clean water to
the whole world. We had to use a lot of critical thinking for this because this is a problem that not even
professionals have solved yet. We also used critical thinking to split the problem up into parts that
would be easier to solve individually, so rather than solve all of the problems at once we covered each
problem one at time.
90
.
91
.
92
.
93
.
94
Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
Student will show knowledge of at least five
.
95
.
96
.
97
.
98
.
problem solving / conflict management

methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
99.
100
.
101
.
102
.
103
.
Target class

active listening techniques
Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
104
.
Student will describe examples of giving

and accepting feedback.
105
.

facilitation and de-briefing techniques
HDF 190
HDF 190
North woods challenge course
Everyone in HDF 190 had to give a speech on servant leadership and the next class after everyone
had presented we got into groups and gave feed back on how people did with their speeches. When
giving feed back its best not to just give critiques of how you would do it better, there should also be a
comment on what the person did well and then something that they could use some work.
After our speeches in HDF 190 our groups gave each other feedback on how everyone did. We made
little critiques on how they could improve their speech and also told them things that they did well. My
group gave very good speeches so I had trouble telling them things that they should change, but I
noticed many of the things that they did well.
During my training for the challenge course I learned multiple techniques for facilitation and de-briefing.
Some facilitation techniques that I learned were make sure everyone is safe because some of the
activities on the challenge course can be dangerous if not handled properly. A de-briefing technique
that I learned during the challenge course training is what purpose did you serve on the airplane
captain, crew, or cargo.
106
.

facilitation and de-briefing techniques
107
.
108
.
109
.
110.

framing and breaking the frame
111.
112.
113.
114.
115.
116.
117.
118.
119.
120
.
121
.
122
.

framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
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
North woods challenge course
At the end of the training for the North Woods Challenge Course we had to facilitate and debrief an
activity on the challenge course in pairs. My partner and I had an activity called nitro where a group has
to get their group safely from one island to another and they are provided with a rope. As facilitators we
set rules for safety and what can and cant be done at the activity then we took a step back and let
them figure out what they were going to do while also keeping an eye on them because this activity is
one where safety is very important. After the group is finished with the activity we had them take a seat
and asked them what they thought they did well and what they could have improved upon. We also
asked if everyone felt included because we did notice that one of the participants had taken a step
back and not been very involved in the activity.
123
.
124
.
125
.
126
.
Student will demonstrate proficiency in

informative and persuasive public speaking
127
.

preparing for and being interviewed
128
.
129
.

collaboration / coalition building
HDF 190

working in collaboratives/coalitions
HDF 190
130
.
131
.

Intercultural communication considerations
J term trip to Germany
Student will demonstrate proficiency in

intercultural communication
J term trip to Germany
132
.
133
.
134
.
135
.
136
Student will describe ways to maintain

accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
Student will describe how credibility applies
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
Applying to live in IEP/TI house
Applying to live in IEP/TI house
EGR 105
To live in the IEP/TI house next semester I had to go through an application process and a short
interview. This was an interviews for housing which I had never done before so at first I didnt know
how to prepare but after I talked to some people who had already been through the process I learned
that it would be just like any other interview.
To live in the IEP/TI house next semester I had to go through an application process and a short
interview. To prepare for the interview portion of the application process I did some research on the
IEP/TI house so that I could have to questions prepared for the interview. The interview was a more
casual interview so I dressed up slightly by wearing a collared shirt and khakis. Before going to the
interview I also reviewed the applications so that I would have answers ready to any questions I was
asked about for my application.
After a semester of working together and going through the pain of the storming phase my group for
HDF 190 was great. We all work well together and learned how to work well with others despite our
differences. Though it was difficult at times we learned how to effectively collaborate.
In HDF 190 we were put into groups for much of the work we were doing in the class. While in this
group we had collaborate on many assignments, these assignments were part of our grade so we
made sure that everything we did was a group effort that got everyones input before doing something.
Specifically for one project we all had to make time to meet up and work on the project and that wasnt
always easy. Even though we did face some challenges throughout the semester we worked effectively
as a group and we each did our part
Before I left for my trip to Germany over the J term I had to take a short course on German culture. In
this course I learned some key phrases I may need, some of the foods that I should try while I was
there and some stores that are different in Germany than they are in America.
When I was in Germany I was able to communicate very easily with the locals. All of Germany is
connected by some form of public transit which is similar to what we have in US cities, but these reach
even the most remote places meaning a car isnt required to travel around and going to all the
destinations we visited was very easy. It was also very easy talking with locals because even though I
am not close to fluent in German I still attempted to speak to them in German and that was very much
appreciated by the locals. The locals would acknowledge my effort and help me improve my German
then speak to me in English.
.
137
.
138
.
139
.
140
.
to leadership, as well as the characteristics

and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
141
.

mentoring and being mentored
142
.
143
.
144
.
145
.
Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers
Student will describe the four frames of
organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)
North Woods
Challenge course
HDF 190
At the north woods challenge course I was mentored to become a better facilitator. Being a better
facilitator will allow me to mentor others much better when I facilitate on the challenge course in the
future. The current facilitators of the challenge course have been mentors to me helping to improve
certain techniques for facilitation and be a better mentor to those who attend the challenge course.
Being a facilitator on the challenge course allows me to mentor many different people and though I
dont get to know them personally I am able to make a strong impact on the groups that visit.

Outcomes

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Outcomes

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

BUS 441: Leadership Skills Development

Offered in the spring and summer with Dr. Leatham

HPR 411/412: Honors Senior Seminar

Must be in Honors or have GPA of 3.3

HDF 492: Leadership Minor Portfolio

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Descriptive notes regarding learning and practice

Student will demonstrate autonomy and a

All other class where I am expected

Student will demonstrate personal,

I am Rushing AE and have to

Student will demonstrate the ability to

Student will demonstrate the ability to

MTH 142, EGR 106

Student will express a personal code of

Classes with tough material to

Student will demonstrate practice of the

Other classes that are possible to

Student will express a personal values

Student will demonstrate practice of the

Student will demonstrate the ability to

Student will describe goals and objective

Student will show evidence of goals and

Student will show knowledge of the

Student will show application of Maslows

Student will describe personal leadership

Leadership institute, North woods

Student will show application of Manz &

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice

Student will describe personal application

Student will describe personal application

Student will show knowledge of the