Brianna Surdi HDF 290 - Inventory - 2-2

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

Date Enrolled: September 2014
Date of Graduation: Expected May 2018
Leadership Inventory Revised 8/30/2013 1

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, MultiEthnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills PROGRESS Racial, cultural, gender, sexual orientation,
Critical Thinking religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate HDF 290 Sigma Delta Tau When I first moved into URI, I knew I wanted to have the best 4 years of my life. I
autonomy and a minimized need knew that leaving my family and friends I grew up with was going to be difficult, and I
for approval was scared of not fitting in. A few people from my high school came to this school as
well, but I knew I wanted a change, and a whole new group of friends. It was really
difficult finding a group of good people to call true friends at first. I made the choice
to be as involved as I could at this school in hopes to find where I belong. In fall
2014, I joined my sorority, Sigma Delta Tau. I always felt the need for approval and
thought that Greek Life would make this big school feel a little smaller. Thankfully, I
found where I belonged. People from high school claim that I bought my friends
but I dont care what people think. I wanted to do what was right for me here at URI.
After getting my bid, I immediately began the friendships of a lifetime. I found my
nitch at school. I found people who like me for me, and who dont judge me. I
couldnt be happier that URI gave me my sorority and 183 best friends. And I am
happy to say that HDF 290 made me realize how inclusive and amazing our school
really is. See evidence #1 for a picture of my pledge class and best friends that
made URI my home.
2. Student will demonstrate HDF 290 Babysitting Throughout college, I have learned that time management and self discipline is
personal, organizational, and AFS 190 crucial. Most classes require assignments and exams with specific dates and
academic examples of self- deadlines that are listed on the syllabus, and given out on the first day of class.
discipline Because I take on 5 classes per semester, and all of my classes fall on Tuesdays
and Thursdays, assignment due dates overlap quite often. With HDF 290 in
particular, we had papers and presentations that required a lot of background
research and time to complete the assignments. For the 1st graded presentation on
a non profit organization leader, I put off practicing until the night before. It
unfortunately showed when I went over the time limit, resulting in a poor grade. I
knew that my approach for the rest of the semester had to be different. After
receiving that grade back, I tried to really buckle down as a student. I found myself
constantly making to do lists for all of my assignments throughout the month so I
could properly manage my time and complete each assignment to the best of my
ability without time, or confliction of another assignment or exam being a concern.
There are so many distractions that come with being in college. So it was important
for me to discipline myself and stay in on a few Saturday nights to keep myself on
track. Although it bothered me, I had to keep my overall goal in mind of getting
straight As this semester. My to do lists and discipline tactics helped me
successfully get through the semester without feeling the stress of having to pull all-
nighters or cramming to hand in a paper by the deadline. I also showed academic
self discipline in my AFS 190 online class. The professor sent out an email in the
beginning of the semester with all of the work and said that everything was due by
May 9th. As a student, I work best having the workload broken down into dates so
the amount of assignments didnt seem so overwhelming. However, I made a plan to
take one quiz a week and complete the course well before the due date. I even got
ambitious and would complete two in a week. Now at the end of the semester, I am
happy I set an organized plan to successfully complete the work and not let the
anxiety take over my mind. I found that planning, organizing, and time management
has been something that earned me all of the success during my time as a URI
student. I also use these skills on a personal level as well. I worked all semester as
a nanny for a family who had 3 kids. I needed a way to coordinate that schedule with
my class schedule and find a little time for me. I found that making calendars and
writing out a list of what I need to do each and everyday sometimes hour by hour
helped manage my time and stress. Without obtaining this skill, I would have no time
management skills, and would always be rushing to finishing a task instead of giving
it time and put forth my best effort. This is a skill I will use forever, and will hopefully
help me to continue being successful in the future. HDF 290 made me realize that
behind any great leader are great organization skills and self- discipline. Attached is
evidence #2 which is a picture of my most recent to do list and a calendar view of
how I plan out my days.
3. Student will demonstrate the HDF 290, ITL Panhellenic Council, Work This semester was very difficult to get through emotionally. Halfway through the
ability to manage emotions 102 semester I went through an extremely devastating break up which effected my entire
thought process. Getting up, going to class, and even going to work was a
challenge. The heart break consumed my entire mind and train of thought. Luckily I
was taking HDF 290, so I had the opportunity to learn more about my strengths as a
person. I needed to finish the semester and utilized every resource I could in order
to get there. Relating it back to the HDF 290 course, I realized that I was too strong
to let this situation break me as a person. According to Strengths Quest, my top
quality is achiever. This quality helped me a great deal with managing the many
emotions I was feeling. I knew that I had a goal for myself to get all As this
semester, and I knew I was so close to achieving that. I also kept in mind that after
graduation, I would never see my ex boyfriend again. The break-up wont show on
my transcript, my grades will. I took my top strength as a sign that I could pull
through and not let this devastating time break me as a person. A few other top
themes for me are consistency, discipline, and focus. Knowing that these were some
strengths I had helped get me through as well. Knowing myself and what my strong
qualities were helped me get through the rough time. I have class with my ex, so
knowing my strengths helped me complete the course. My determined qualities
forced me to show up to class everyday with a smile on my face. The discipline let
me show up to babysit, and to my Panhellenic obligations even though it felt
impossible. I allowed my mind to be sad and grieve. However, I would give myself a
set time of the day to grieve, and not let it effect my obligations as a student and
employee. Being consistent in these therapeutic methods were helpful in managing
my emotions. The devastating time in my life could have very well could have
consumed my thought process, but I needed to utilize my strengths to pull through
and be a leader to not only myself, but my peers as well. Evidence #3 is a letter from
a resource that was helpful to me during this time. I was diagnosed with depression
and severe anxiety. Managing my emotions with medications was really crucial for
me. This note to my professors explaining that I was being treated and to please be
aware of the situation gave me a stress free feeling of knowing that I had the ability
to take the time if I needed. It turned out to be a huge help in managing the many
emotions I felt throughout the semester.
4. Student will demonstrate HDF 290 Meditation Stress is something that every college student will face in one way or another. For
knowledge of stress management me, this semester in specific brought a significant amount of stress due to the fact
methods that I had to accomplish school work, my job, and getting over a devastating break
up. It was really hard to find ways to take the stress away. I would often have really
bad days and would have a major assignment due the next day. Getting my work
done and acknowledging my emotions felt impossible. That stress was one of the
hardest things I have ever faced. Any college student has stress about school, but
adding a personal problem on top of it all, made it a million times worse in my case.
Although this semester was the hardest, I faced stressful situations each semester.
My first year I felt the stress of assimilating to the college lifestyle. I had the stress of
leaving my home and my friends to start a whole new life. Sophomore year, I found
stress in finishing the semester with a broken spine. I had to find ways to physically
take the stress off my back while completing work at the same time. I would often
flashback to my URI 101 class where they mentioned resources that the university
offers to manage stress. I went to therapy in Roosevelt Hall several times. The
therapist led me to the finding of a few stress management techniques that anyone
can use. First, I found that writing turned out to be a huge releaser of stress. By
writing down exactly how I was feeling helped me release my emotions. I also
downloaded very useful guided meditation apps on my phone to get me through the
day. If I was feeling stressed out, I would go into a cubby in the library and meditate
for 5-10 minutes to relieve some stress. It helped me clear my mind, and focus on
breathing instead of whatever was on my mind. HDF 290 was a course that helped
me see who I was as a person, and focusing on my strengths and things that appeal
to my personality helped me get through. See evidence #4 for a picture of me
practicing meditation and yoga on the beach. I am glad URI has so many resources
to help manage stress.
5. Student will demonstrate the HDF 290 Yoga Managing my stress has always been extremely difficult for me. At URI, I am
ability to manage stress involved in a few organizations (best buddies, URISSHLA, Greek Life), and I also
hold leadership position on the Panhellenic Council. Balancing being involved,
exceling in the classroom, and managing time for my personal life is a huge stress in
my life. In the HDF 290 class, we discussed several ways to problem solve, make
decisions and even incorporate leadership theories in several different situations.
Whether it be from how to consult a family to best solve their issues or presenting on
a leadership theory, we needed to address the stress factor. Personally, I benefited
from each and every connection we made in class. I saw how implying different
theories or problem solving tactics can actually help manage stress. It is super
important for me to keep those steps in mind. I recently began going to hot yoga
classes on the top of campus. Everyone needs an escape when they are feeling
stressed and I am happy to say that I found mine in doing yoga. An hour of
relaxation and working out to make my mind and body stronger really helped in
managing stress overall. It was a healthy natural way of releasing emotions. See
evidence #5 for information on the yoga studio. I found it helpful to find a hobby
when I am feeling stressed so it can take my mind off of the stressful situation even
for a little while. The evidence also provides information on my favorite type of class.
6. Student will express a personal HDF 290 Panhellenic Council, Sigma Several experiences at URI helped me develop a personal code of leadership and
code of leadership / membership Delta Tau membership ethics. HDF 290 helped me the most with my personal code of
ethics leadership. Not only did I learn a lot about myself and what my strengths are, but I
learned how to apply it in everything I do. My personal code of leadership has a lot
to do with setting internal goals for myself and what the best way is for me to get
there. Achieving my goals by having that inner competition to be the best at
everything I do, focus to stay on task, discipline to not get distracted and
consistency in my plan to get there. Once I accomplish what I set out to do, I lead by
example. One of the great things about holding a leadership position is that people
look up to you, and your every move. Despite the tough times I think it is important
to always push through and show people that you really dont know how strong you
are until its the only choice you have. That is the leader I personally want to be, and
that is my personal code of ethics. I have used this class to find my values and
strengths based on who I am as a person and use it to better myself and the world
around me. Every leader portrays different qualities that make them unique. I like to
think my personal experiences and insights help me connect to people on a
personal level. My leadership drive forced me to come in contact with membership
ethics. I am a member of Panhel and hold a leadership role, however, I am
constantly learning because I get to go to my specific chapter (SDT) and observe
how people handle other leadership roles. I get to portray my own and motivate
people, while they help me learn and grow at the same time. It is important to know
your strengths and positive qualities, but it is also nice to acknowledge and learn
about other peoples as well. Others thoughts and views may challenge mine, but it
makes me prioritize and realize that I must always be true to myself and my morals.
Whether it is as a leader or a general member, I express my leadership code and
am constantly learning to be better through other leaders around me. See evidence
#6 to show my leadership role on Panhel.
7. Student will demonstrate practice HDF 290 I strive to practice a personal code of ethics that I can call my own. In HDF 290, I
of the personal code of ethics have learned how to use my own ethical thoughts in collaboration with other people
who think differently. I connect it to an exercise we did at the class retreat. We were
as a class given countless leaders, and it was up to us to come up with a mutual
decision to classify them as good or bad. We all shared our thoughts and personal
stand points on each leader we discussed. It was important because we
collaborated and I changed my views on some things to compromise, and so did
each other person in the class. With our class being so small and intimate, there
were many ideas that were expressed, and I learned how to respect and understand
other peoples point of views even if I might not agree. It is important for me not only
as a leader but as a person to see any argument or stand point from other
perspectives. It will help me connect with people and compromise in the future. I
also use this code of ethics in my extra curricular activities. Whether it be at a
chapter meeting, or a best buddies event, I think respecting other leaders or team
members. I like to share my opinion and ethical reasoning, and understand others
around me. See evidence #7 for proof of the retreat.
8. Student will express a personal I am only 20 years old, but have been experienced a huge amount of
values statement disappointment, failure, and loss. I learned that life is unfair in some of the most
painful ways. However, as a leader I try to take the negative and make it positive
always have and always stick to the value of you never know how strong you are
until it is the only choice you have. I believe that what defines a true leader is how
they handle the curveballs life throws and how they handle themselves throughout.
Leading by example is an awesome way to begin to make the world a better place.
Even if I motivate one person to get through their day and they say if Bri got
through that and made it so positive, so can I. That is the person and leader I strive
to be. After going through such a terrible time in my life, I received an overwhelming
amount of support and admiration. So many people reached out, saying how much I
motivated them to be better. Throughout the semester I have set up many
informative speakers to come to my sorority. I brought in professionals to help our
sisters in every situation. I want them to be strong mentally and physically because
lets face it, life is hard. Sexual assault prevention, self defense classes, and also
yoga classes were some of the ways I helped motivate my sisters to be as strong as
they can be. HDF 290 made mem realize that expressing your own personal values
can help so many others. I couldnt wait to start showing that off. See evidence #8
for pictures of the event!
9. Student will demonstrate practice HDF 290 Life Experiences, Work. My personal values came about through in many ways. Because our HDF 290 class
of the personal values statement had 10 people, we became close. We shared the goods and bads of our life and
day. We became really good friends. I became a listener and helper through that
experience. However, I really learned how to practice my values through the many
life changing experiences I have gone through. In the past year, my best friend
passed away, I broke my spine and had extensive surgery, I took a few incompletes
and fell behind in school, and I also went through a devastating break up. Though
those were big, I faced smaller disappointments as well. Things such as not getting
the internship I wanted, or receiving a failing a grade have taught me valuable
lessons. Even though waking up everyday and going to class felt nearly impossible,
I found out how important it was to live by my values. Giving up and quitting at life
wasnt an option. I have a family that loves me, best friends that would do anything
and everything for me, and a long life ahead of me. Each and everyday I put on a
brave face and got through the day. It was so important for me to stick to those
values and force myself to get through the agony and pain I was feeling. I also never
let that effect my friendships, school work, or life. I went to work everyday and did
my job. People knew what I was feeling, but I didnt let it consume my life. Again,
how I handled myself in those situations is something I wanted to do not only for
myself but as a leader. People have unfortunate things happen to them all the time. I
wanted to be that motivation for people and let them know it does get better and life
goes on. We as humans dont have a choice but to be strong and get through it. I
listen, guide, and give advice to anyone in need and will continue to practice my
personal values for the rest of my life. HDF 290 made me see other peoples pain
through case studies and guest speakers. It is important to stay true to who you are
to get through any difficult time. See evidence #9 for the obituary of my best friend
who passed away. He is what makes me get through everyday.
10. Student will demonstrate the HDF 290 Recruitment and Being in an organization where leading projects to start to finish is a requirement
ability to lead a project from start Programming Chair helped me become a more prestigious and focused adult. HDF 290 prepared me to
to finish (follow-through) be a leader in theses situations and how to go about handling them. The learning
theories that we learned about were extremely helpful. Management by Objective
Theory helped me learn about myself as a leader, and how to successfully plan an
event. Later in the inventory list, you can see what each of the theories are, and how
they help me in my everyday life. This year I took on the role of being the
Recruitment and Programming Chair for the URI Panhellenic Council. With this
being said, Greek Week was the most overwhelming project I have ever been in
charge of. From the start to finish I had to book the venues, hire djs, make brackets
for the teams, sit in weekly meetings with advisors, and buy every supply to make
the events possible while following the budget plan. I worked alongside a team of 4
people which became challenging at times because we all had different wishes,
visions, schedules, and plans to go about planning this event. Using the MBO
theory, I was able to bring the team together and we were able to work together like
a well oiled machine. We sat down day after day sending emails, making phone
calls, and going countless stores throughout the state. It was difficult to keep the
team on task with the rest of the Panhel and IFC members adding their options and
leadership styles into our project. Once Greek Week began, my leadership qualities
really shined. I assigned each IFC/Panhel member to do a specific task to make
each event go as smooth as possible. I faced challenges of a Greek Life member
being injured during our broomball event, participants not showing up to events, and
also the inevitable accusations of being bias towards my own chapter. I needed
people to disaffiliate me from my chapter and respect me as the programming chair.
This is an annual event that has known to be amazing, so the pressure was on. 7
days of events and games worked out for the best. We raised over $100,000 for
Habitat for Humanity which was 3x my goal for us. The countless sleepless nights,
and emails back and fourth to companies was worth it. Adjusting the budget was
also worth it, and gave the person who will run it next year the ok to make changes
as they see fit. That is what being a leader is all about. I became a better speaker,
planner, and communicator through this experience and I am thankful I had the
opportunity for our Greek community to shine. Planning the events from start to
finish was extremely rewarding. See evidence #10 for notes I took during weekly
meetings including our budget plans.
11. Student will describe goals and HDF 290, CSV Family, Career Planning HDF 290 taught me so much about personal issues, career issues, and also
objective statements regarding 302 community issues. During the family unit I learned a lot about realistic struggles
personal issues, career issues, having a family will bring and how much your life changes when you have a family.
and community issues We had speakers come in and talk about their struggles and successes within their
family and relationships. Hearing their stories made me think about my future, and
what I want for my family. Even writing the case study paper enlightened my views
to how messy family can actually get. This made me focus in on how I want to live
my life. I grew up with an extraordinary traditional family. Our values and traditions
mean the world to me. No matter what comes my way in life, I want to have a
husband that loves me like no other. I want the relationship to be easy and I want
compromises to be equal and fair. I want to have children and raise them with my
lifelong partner. I want to give life and experience life to the fullest. No matter what
life throws at me, I want to face it head on with a brave face just like my parents
raised me. Materialistic things dont matter to me. I dont care if I have a big house,
or a nice car. All I care about is having a happy and healthy family, and an incredible
bond. We also had a unit on career issues. Since I was 14 I have been a working
young adult. I know the value of a dollar and I work hard for everything I have. Being
so young, I wasnt aware of the diversity and inclusion issues that I learned about in
HDF 290. I appreciate working, it has taught me to be responsible, personable, and
determined. I set a goal for myself to work everyday doing something I love. I was
always taught growing up if you do what you love, you will never go to work a day in
your life. I wanted to pick a career I loved and would display the greatness I had
within myself. I want to work in a hospital as a Speech Pathologist. I want to help
people who are in need, and I want to look back on my life and know that I changed
someone elses. By giving someone the opportunity to speak and communicate
again is extremely rewarding, and I cannot wait to begin my career. I will use all of
the diverse conversations and expectations we discussed in class about inclusion to
make sure I do my part in respecting every colleague of mine. For community
issues, I have my fair share of experiences. I took a CSV 302 course which allowed
me to be a leader in a classroom full of 5 and 6-year-old children. Doing the
Jumpstart program let me give back to my community. Twice a week I went with a
group of 5 people to go into a class and gave kids who came from horrible family
environments a chance at life. By teaching them to read, and preparing them for
grade school was a tremendous experience. Knowing that their parents werent
supportive in helping them succeed in life was horrible to see, but I am thankful I
could help then. I also volunteer at a hospital in New Jersey which I feel gives back
to my community. I want to make the world better for other people. My evidence #11
shows a picture of me and a student whose life I really changed. At the end of
jumpstart his family couldnt thank me enough for all I had done. It was the most
rewarding feeling of my life.
12. Student will show evidence of HDF 290, WRT Back Surgery As a student, I have been given goals and objectives that were planned from my
goals and objectives that were 104 professors and it was up to me to achieve the best grade I could. In HDF 290 goals
planned and achieved and objectives were personal. I had to figure out myself as an individual and how to
use those strengths and weaknesses to get through life and be a leader. This entire
inventory list are my personal experiences as to how I achieved those goals. In WRT
104, my professor had us write out a list of objectives we wanted to achieve by the
end of the semester. My main goal was to be a better writer and practice citations,
and being less wordy. Dr. Evelyn and I worked hard not only in class, but in office
hours to make sure that I achieved those goals by the end of the semester. It was
rewarding when I received a 100% on my final paper for the course. It was proof that
I achieved the goals I set for myself. And I accomplished it in a matter of 15 weeks.
However, I was still forced to have goals and objectives, and I had to achieve them
to successfully finish the course. However, this summer I went through an
experience where I had to make goals and objectives for myself and achieve it for
myself. In May, I had extensive spine surgery. I had 5 broken vertebrae, 4 bulging
discs, and a fragment that was laying on my sciatic nerve causing me to have
permeant nerve damage to the nerve that controlled my right leg. After countless
hours of therapy, epidural injections, and several second opinions; I had no choice
but to find a neurosurgeon. Surgery wasnt optional anymore, I needed to have it. I
was told theres a chance I might not be able to walk normally again, run again, or
live a normal life. They even through scary facts at me such as not being able to
have a child when I get older. It shattered a lot of dreams I had and I was devastated
by this news; however, I couldnt live life in the excruciating pain that I was in. So I
had the surgery. When I woke up, I was so thankful that everything went
successfully. I was eager to get back to my old life. I set goals for myself each and
every day. Whether it was walking down my driveway to get the mail on my own, or
force myself to not bawl my eyes out in physical therapy sessions, I set goals for
myself. I came up with them on my own and achieved them on my own. I am happy
to say that with the help of amazing doctors, I beat the odds. I can walk, and have
regained control of my right leg. I continue to get better everyday. A positive attitude
and determination to get better forced me to achieve all of this. Because of this
experience, and all of the knowledge I learned in HDF 290 and WRT 104, I can
follow goals set for me and I can create my own and succeed every time. I am proud
of myself and my strong mind for getting me through each goal set out for me. See
evidence #12 for a picture of me after my surgery with a smile on my face. You can
see the determination for me to get better.
13. Student will show knowledge of EDC 312 I have learned about Maslows Hierarchy of Needs in several classes. Maslow did
the Hierarchy of Needs theory PSY 113 psychological research to come to his conclusion that humans have needs. He then
by Maslow put them into a 5 tier model which start out with basic needs and end up at self-
fulfillment needs. One must satisfy the lower level needs before going up on the
pyramid. The first and bottom tear is physiological needs which consist of the basics
such as: food, water, warmth, and rest. The second tear is safety needs. This level
consists of security and safety. The third tear is belongingness and love needs. This
consists of intimate relationships and also friendships. The fourth tear is esteem
needs. Esteem needs consist of prestige and feeling of accomplishment. Once all of
the needs have been satisfied they reach the highest level called self-actualization.
Self actualization is the very top of the pyramid and consists of achieving ones full
potential and includes creative activities. He explains that the process does fail if a
lower level need is not met. Everyone will climb up the pyramid at their own pace.
He believed our society rewards motivation on esteem, love, and social needs. As I
mentioned before I have learned about Maslows Hierarchy of Needs in my
education class and in my psychology class. I realize how important all of these
needs are to the human brain, and as a future educator to people of all ages, it is
important to know where they are psychologically. I realized that I can directly help
my patients by helping them feel accomplished when regaining their speech. See
evidence #13 for a handout I have of the pyramid.
14. Student will show application of
Maslows theory to own life
15. Student will describe personal HDF 290, CMD Waitressing, Personal fitness Achiever, Competition, Focus, Discipline, Consistency. These are my top 5 themes
leadership style and/or personality 274 in being a leader. Throughout my time in HDF 290 I learned a lot about myself and
style including strengths and the extraordinary qualities I have. I had leadership roles and know I always led in a
weaknesses and examples of successful way. However, I wasnt sure what led me to that success until I took HDF
application (Sources = Leadership 290. Leadership varies from person to person and no two people are the same.
style inventories, the L.P.I., Through these themes I reflected on them and noted how I applied them to my life.
Strengths Quest, Type Focus Achiever was my #1 strength and I find that to be very true. I like to think of myself
(MBTI), LAMP, and other career as an over achiever actually I always strive to be the best I can be and I tend to be a
inventories, etc.) perfectionist. A perfect example of me being an achiever is through being a student.
I am the type of person that receives the syllabus on the first day of class and lays
out all of the work I have to do for the semester. I work on assignments weeks and
months in advance so I have time to edit and achieve the best grade I can. I want to
achieve as high of a GPA as I can so I can get into my dream grad school. Those
little things I subconsciously do make me achieve everything. Nobody likes to fail.
My second strength is competition. I found that one a little interesting, however, I
found out the reason as to why it was on my list. Because I am so driven to succeed
and be the best I can be, I constantly find myself in competition with myself to do
better. For example, I had to take an incomplete in CMD 274 in Spring 2016 due to
my back surgery. I had to retake the course this semester and I was in competition
with myself to see if I can get better grades than I did the semester before dropping
the class. Focus is my third strength. I really like this one. I am always a super
focused person to be the best I can be each and everyday. I relate this epically to
the person I am in the workplace. I work in an extremely busy Italian restaurant
while I am home on breaks and things like that. I am focused to make sure each
customer has an enjoyable lunch or dinner with the best service possible. I am
focused on each table to see if anyone needs refills, when to call their food, and to
be attentive to anything they may need. My fourth strength is discipline. I am proud
of this one. Over spring break I went to Cancun, Mexico. When I booked the trip, I
set a goal for myself to eat clean and work out everyday until I left so I can look and
feel the best I can. I am proud to say that with discipline, I didnt have one chest
meal for 4 months, and didnt miss a day at the gym. Being true to myself and goals
I have is extremely important, and I am lucky enough to have the discipline to get
through it. My fifth and final strength is consistency. This quality is a great one to
have. Anyone who knows me, knows that I am not a big fan of change. I keep my
life consistent. For example, when I go home for the summers, I have the same
group of friends, same job and same overall routine. I like comfort, and so having
consistency in my life makes me achieve everything I want to. Those are just a few
examples of how I use those strengths in my everyday life. I am excited to have
learned that about myself and will use it forever. Knowing these qualities will help
me be the most successful I can be in everything I do in life. I consider myself as
being at an advantage to know all of my strengths. Its not a common thing. See
evidence #15 for a list of my strengths and what they actually mean.
16. Student will show knowledge of
the theory of Superleadership by
Manz & Sims
17. Student will show application of
Manz & Sims theory to own life
Outcome Category: Leadership Theories

18. Student will show knowledge of HDF 290 According to Max Webber, authority was a belief system. He also believed that
the Authority and Bureaucracy bureaucracy was the most efficient form of organization where leaders take control
theory of leadership Weber of others. He created the term Iron cage on his belief that mismanagement and
increased power of public officials was controlling society. He wrote a book called
The Three Types of Legitimate Rule in 1958. He discusses three types of authority.
The first being charismatic authority. This type of authority refers to an individual
who portrays certain traits that make them an excellent leader. Weber believed that
this person should inspire and lead a group of people through their charisma. He
believed a person of this authority should contain: a certain quality of an individual
personality, by virtue of which he is set apart from ordinary men and treated as
endowed with supernatural, superhuman, or at least specifically exceptional powers
or qualities. Webber favored this authoritarian style. The next type is Traditional
Authority which is indicates that system of authority doesnt change or revolve
overtime. This type of authority is based solely on tradition and the right to rule being
passed down through heredity. The last and third type is Legal-rational Authority.
This type of authority is is grounded by the legal system and a set of uniform laws.
Weber thought the best example of this was a political or economical bureaucracy. I
learned about this theory in HDF 290 and I am happy I did. I learned that having
authority is super important. I learned that as an authoritative figure you need to
have respect. When I researched this theory I learned so much and what it takes to
successfully have authority through the eyes of Weber. See evidence #18 for the
hand out I gave the class to follow along with my presentation.
19. Student will describe personal HDF 290 Coaching When I am home for the summers, I am a coach for a local cheerleading team. I
application of the above theory realized after taking HDF 290 and learning about leadership theories that I have a
(Weber) huge responsibility. I have authority over 44 cheerleaders for 2 hours a day every
summer. I guess I portrayed two types. Traditional Authority because I have been
their leader their entire cheerleading career. I have been with the same group of girls
since they were 7 years old. They are now freshman in high school. However, I
realized that I used charismatic authority as well. Because I was a cheerleader my
entire life I had the experience, personality, and enthusiasm to coach. After being
interviewed by the town, they must have saw those extraordinary qualities in me,
because I was chosen out of 100 applicants. I am caring to the girls, enthusiastic to
make sure they are always enjoying the sport, and I am experienced enough to
know how to handle parental concerns. I used my charismatic leadership from the
beginning so that I am the only coach they know, which makes me practice a
traditional authoritative style as well. See evidence #19 for a picture of some of the
girls I coach.
the Scientific Management
theory of leadership by Taylor
21. Student will describe personal
application of the above theory
(Taylor)
22. Student will show knowledge of According to Drucker, Management by Objective Theory of Leadership is a
the Management by Objectives performance based management approach between the objectives of the
theory of leadership by Drucker employees and the objectives of an organization. This theory allows managers to
challenge employees and test their abilities but do it to better the employees and the
organization. managers are able to set attainable yet challenging goals for their
employees and motivate them to succeed. Managers and employees work together
to set, record, and monitor objectives. However, the goals must align with the
employee and organization. Drucker made a specific model or steps to achieve this
leadership theory. Step one begins when you determine the organizations goals or
objectives. This stems from the organizations mission statement or beliefs. Step two
is define employees objectives. Management sits down with employees to make
this clear. Once both the organization and employees goals are set, we move onto
step three. The third step is when management continuously monitor performance
and progress. Step four is performance evaluation where management evaluate the
employees to make sure the balance is benefiting the organization and the
employee itself. Management then moves to step 5 which is providing feedback.
They sit down with the employees and discuss the evaluation and what worked and
what didnt. And finally, the last step is performance appraisal. In this step,
management rewards the employees for following the objectives. I learned this
theory in HDF 290, and I realized it is not only important to have an equal balance
between management and employees, but its important to follow the process. I like
the rewarding step the best. Because of that, employees enjoy working and gives
them a form of incentive. See evidence #22 for the handout I received in HDF 290
on this theory.
23. Student will describe personal HDF 290 Freshman year, I took CSV 302 which was the Jumpstart program. The professor
application of the above theory CSV 302 was basically like a manager to me. I went to the school, but needed to follow up
(Drucker) with her and incorporate it into course work by taking an online class. When
applying to be in the course, Holly explained the objectives and goals of the
Jumpstart program and also what she wanted me to take away from the experience.
After training and combining my goals and the Jumpstart organization goals and
mission statement, I began a month of training. Once I entered the classroom, I was
in a sink or swim situation. It was difficult to manage so many little people and follow
the curriculum Holly laid out for us that day. However, I was thankful for the
guidelines. It helped me stay on track. I would then go home and reflect in a journal
post. My professor evaluated us through the posts and through visits to the school.
We even had weekly meetings to discuss how I was doing in the teaching position.
My favorite part was then they rewarded our team for completing the objectives the
best among all of the teams with a pizza party. I experienced a MBO leadership
theory through my CSV 302 class and I am happy that I learned about this style in
HDF 290. See evidence #23 for a picture of our class at Jumpstart graduation!
24. Student will show knowledge of HDF 290 In HDF 290, I learned about the Theory of X and the Theory of Y by Douglas
Theory X and Theory Y theory of MacGregor. Theory X follows the carrot-and-stick approach which means that
leadership by MacGregor management feels workers need supervision. They avoid giving out responsibility,
give consequences if deadlines are missed, and the managers rarely connect with
the team. Theory Y is when management believes workers come to work because
they want to. They are more likely to allow freedom to the workers and encourage
them to get involved. They feel employees dont need to be pushed to succeed and
that with these approach employees often exceed expectations. I am happy to have
learned these theories, so I can observe how management runs things around me.
See Evidence #24 for a handout I received in HDF 290 on this theory.
25. Student will describe personal HDF 290 Workplace, Internship, I am thankful to have worked under managers who have practiced both of those
application of the above theory Coaching theories. I am happy to say, the restaurant I have been waitressing at for 5 years
(MacGregor) has amazing management. I waitress at a restaurant named Nonnas. At that place, I
am happy to say I love the management. It is a family run business, so we are all
close and the owners are really cool, young, and relatable. Thankfully, I am used to
working in a Theory Y environment. As waitresses, we are given the freedom and
responsibility to do our job without having management constantly watching. They
trust us to charge people the right prices and to clean up efficiently before we leave
at night. They trust us as we trust them. It is a fun experience. However, I
experienced Theory X in my summer internship. I was an intern at a hospital on the
trauma floor. My mentor was super controlling of my every move, didnt have much
trust in me, and kept our relationship talking strictly about the job. I respect both
ways, neither way is right or wrong. I am happy to take others leadership styles and
learn from them so I can decide the leader I want to be. When I was a cheerleading
coach I was like a manager and found myself to be more of a Theory Y type of
person. I feel that it kept the girls more focused, because we had more fun along the
way. See evidence #25 for a picture of me and the managers at Nonnas.
the Servant Leadership theory
of leadership by Greenleaf
(Greenleaf)
28. Student will show knowledge of HDF 290 I learned the Principle Centered Leadership Theory by Stephen Covey in The HDF
the Principle Centered 290 course. The theory has 4 central principles that help sustain an organization or
Leadership theory by Covey company and ones self value and worth. Those 4 components are Security,
Guidance, Wisdom, and Power. Security is ones sense of self worth, identity,
emotions, esteem, and personal strength. One must be secure with who they are as
a person in order to lead. Guidance is the direction we receive in life. Ones
upbringing and personal morals are instilled in them to make them the person they
are. Wisdom is a sense of balance, judgment, discernment, and comprehension
which is what one needs to be a leader. One needs personal experience and advice
to give. And last is power, which is the capacity to act, and have the strength and
courage to accomplish something. Which would be finalizing a goal or something
like that. Covey believes this theory should be used in both your personal and
professional life. In class, I learned that you practice the 4 principles personally by
creating a good relationship with oneself. Interpersonal and relations one has with
others. Managerial which means to get a job done successfully with others. And the
last is organizational which is a need to organize people or things. He believes this
will lead to a more effective productive personal and professional life. See evidence
#28 for a handout I received in class.
(Covey)
the 14 Points / TQM theory of
leadership by Deming
(Deming)
32. Student will show knowledge of HDF 290 I learned about the Visionary/Transformational Leadership Theory in HDF 290.
the Visionary Leadership (now Sashkin believed that transformational leadership is a leader who use traits and
often cited as Transformational behaviors in a positive way of leading./ He thought visionary leadership had the
Leadership) theory by Sashkin same qualities but added in motivation and power into the authority. He believed a
visionary leader rubbed off their leadership qualities among others. The use of
power, sharing values and beliefs, and leaders self confidence were important in his
eyes. There are 8 different types of leadership that fall under this theory:
communications leadership, credible leadership, caring leadership, enabling
leadership, confident leadership, follow-centered leadership, visionary leadership,
and last culture-building leadership. Communications leadership is a leader who is a
good listener and speaker. They must take into consideration what other say, but in
a difficult situation must be intriguing enough to grab peoples attention. Credible
leadership is someone who is reliable and executes plans to follow through all
promises they made. Caring leadership is some who is inclusive to all people and
treats everyone the same. They care for all people the same. Enabling leadership is
someone who forces their people to succeed and accomplish their goals. This type
of leader is really for the people. Confident leadership is one who is confident in
themselves and in the abilities of others around them. They are bold people and
make an impact on a community. Follow-centered leadership is someone who uses
their power to better the good of people around them. Visionary leadership looks at
the long term results and how their leading will help people in the long run. Culture
Building leadership encourages the people to stay true to the values. They use the
values to motivate people to stay focused and achieve goals. Both Visionary and
Transformational leadership qualities focus on the end goal and qualities leaders
portray to help others get there as effectively as possible. I realized how strong and
important each one of the 8 different types of leadership are. I hope to achieve all of
those leadership styles in my future to become the best leader I can be. See
Evidence #32 for a handout I received in class.
. Student will describe personal
33. application of the above theory
(Sashkin)
the Individuals in Organizations
leadership theory by Argyris
(Argyris)
36. Students will demonstrate HDF 290 Dr. Bill Grace came up with the 4 Vs leadership theory which I learned about in HDF
knowledge of the 4 Vs theory 290. The first V is value. This type of leader believes in their core ethics and portray
of leadership by Grace (Center for those values in their everyday life. This type of leader focuses on whats important to
Ethical Leadership) them and their judgment of what type of leader they want to be. The second V is
vision. With vision, the leader in visions what they want for the community. And how
they see their leadership style being portrayed. Value and vision go hand in hand
because this proves the ethics of the leader. The third V is voice. A leader uses this
v to expires their vision to the public. They are the leader of the people and the voice
of the community. It is important that the voice matches up with the value and vision
of the leader and community as well. And the Last V is virtue. Virtue is the coming
together of the other Vs. Leaders ideally come to terms and realize how their
values, vision, and voice keep up with the common good of the community. Grace
made a model for this theory, symbolizing that the four Vs come from internal values
with external behaviors to better the surrounding community. It all ties together in the
conformity of the the previous Vs. It also brings character and the community
together. I learned how important the four Vs are in being a great leader. See
evidence #36 for the handout of this theory.
37. Student will describe personal HDF 290 Internship I am happy that I learned about the Four Vs Leadership Theory in HDF 290
application of the above theory because I connected it a lot to my experience as an intern this summer. I am going
(Grace) to school to be a Speech Pathologist and over the summer I was actually taught
therapy techniques to practice on patients. I technically lead the sessions and they
rely on me to help them speak again. My value and vision was the same the entire
summer. To make other peoples lives better and help them regain an ability they
lost. I wanted to be compassionate to their feelings of the devastating loss but at the
same time push them to work hard. Though those stayed the same for every patient,
my voice and virtue was different. Though they are in the same community, each
disease or medical issue that led them to speech therapy was different. I also had a
wide range of patients. They varied from 2 years old to 96 years old. My expression
and my physical explanation varied. Some patients needed a gentile voice, while
others needed to be pushed. Some patients needed to work on different objectives a
little more than others. Because of the diversity I got to explore many different
versions of the voice and virtue part of the Vs. I wanted each patient to excel and
become as fluent in speech as possible before the summer was over. I learned how
to acknowledge what was best for me as their teacher and leader but also take into
consideration what was best for them as my patient. See evidence #37 for a picture
with one of my patients.
38. Student will show knowledge of I learned about Situational leadership during the HDF 290 retreat. It was one of the
the Situational Leadership first theories I had ever learned. It is a theory used often times by leaders. It was
theory by Hersey & Blanchard created by Hersey and Blanchard and it enforces the leader to focus on
relationships with the community they are leading to successfully lead them. The
theory includes 4 different levels of maturity which is super important in this theory.
The four sections of this theory are delegating, supporting, coaching, and directing.
Hersey and Blanchard believe that when to use each style is based on maturity of
the group that one is leading. The levels of maturity that they break down to are M1
to M4. M1 is when people lack maturity, knowledge, skills, or confidence to work on
their own. They often have to be pushed by their leader to accomplish or take on
tasks. At M2, followers might be willing to work on the task but they dont have the
skills necessary to complete it efficiently or successfully. At the M3 level, followers
are ready and willing to help the with task. They have more skills at this level, but
lack confidence in executing those skills. At M4, the followers are able to work on
their own and have high confidence and strong skills needed to be focused on the
task. Based on where the person or community falls on the maturity level scale,
determines how much work and effort they will have to put in in order to lead them to
success. I didnt realize until learning about this theory, that maturity has a lot to do
with leadership. See evidence #38 for a picture of the slides shown at the retreat.
(Hersey & Blanchard)
the Relational Leadership model
by Komives, McMahon & Lucas
(Komives et al)
42. Student will show knowledge of HDF 290 Constructivism is a learning theory that I have been taught in my psychology class,
the concept of constructivism PSY 113 my education in psychology class, writing class, and lastly the HDF 290 course. I
EDC 312 have learned about this learning theory several times. It explains how people
WRT 104 acquire and learn new knowledge. The theory says that humans gain knowledge
and perceptions of the world through their own personal experiences, and reflecting
upon it. Jean Piaget, John Dewey, Jerome Bruner, and Lev Vygotsky have all
studied and made contributions to this theory. The theory believes that social
negation, personal experiences, and exploring the environment. This teaching
approach allows one to come up with their own perception of the concept and make
their own interpretations of the material. I learned about this in several classes. I
realized that it is important to enforce constructivism in the classroom to make the
learner explore a concept by themselves and then come together and reflect upon it
and how their understanding of the concept is different from the textbook for
example. We also mentioned it several times in HDF 290, and I was happy to have
had prior knowledge of the concept. Please see evidence #42 on a handout about
constructivism.
43. Students will describe personal
examples of implementing
constructivism
44. Student will demonstrate
knowledge of experiential learning
in leadership development (Kolb)
application of experiential learning
in leadership development (Kolb)
the Social Change Model of
Leadership Development by
Astin et al
(Astin et al)
48. Students will demonstrate
knowledge of the Leadership
Identity Development Model by
Komives et al
49. Students will describe personal
application of the above theory.
(Komives et al)
knowledge of the Strengths-
Development Model by Hulme et
al
(Hulme et al)
knowledge of behavior theories of
leadership from Michigan and
Ohio State
application of the above theories
(Michigan & Ohio State)
knowledge of Charismatic
leadership
knowledge of contingency
approach to leadership by Fiedler
(Fiedler)
knowledge of Path-Goal theory by
House
(House)
knowledge of Leader Member
Exchange (LMX) theory
knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
65. Student will describe the impact
of traits on leadership emergence
and performance
knowledge of Chaos approach to
leadership by Wheatley
(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

68. Student will demonstrate how
cultural anthropology / paradigms
relate to leadership
example of using cultural
anthropology / paradigms as a
leader
knowledge of the Cycles of
Socialization (Harro) theory and
its uses in leadership
personal application of the
Cycles of Socialization (Harro)
knowledge of the Cycles of
Liberation (Harro) theory and its
uses in leadership
Cycles of Liberation (Harro)
knowledge of the Configuration
of Power (Franklin) and its
relationship to leadership
Configuration of Power
(Franklin)
knowledge of racial identity
development via the Cross,
Helms or other models (Ferdman
& Gallegos; Kim; Horse;
Wijeyesinghe etc.)
personal application of model(s)
of racial identity development
above
knowledge of McIntoshs theory
of privilege and its relationship to
leadership
personal application of
McIntoshs theory
80. Student will describe the
differences and similarities of
individual and institutional
oppression and relationships to
leadership
effective leadership as it relates
to change agency
examples of being a change
agent
83. Student will create a personal
code of inclusive leadership
knowledge of the Model of
Intercultural Sensitivity by
Bennett and its uses in
leadership
Model of Intercultural Sensitivity
by Bennett
knowledge of the ally Action
Continuum by Griffin & Harro
personal application of the Action
Continuum by Griffin & Harro
Outcome Category: Critical Thinking

principles of critical thinking (logic is
used in this minor)
proficiency of critical thinking
metaphorical analysis to critically
analyze self and leadership
situations
proficiency of metaphorical analysis
to critically analyze self and
leadership situations
92. Student will show knowledge of at
least five decision making methods
examples of having used five
decision making methods
94. Student will show knowledge of at
least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts
examples of having used five
problem solving / conflict
management methods (if student
has been trained in mediation, that
information goes here)
96. Student will describe what it means
to analyze, criticize, synthesize and
utilize information as a leader
knowledge of leadership that is
used in crisis
98. Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills
knowledge of active listening
techniques
using active listening skills
knowledge of functions of group
communication by Hirokawa
application of functions of group
communication (Hirokawa)
techniques regarding giving and
accepting of feedback
giving and accepting feedback.
knowledge of facilitation and de-
briefing techniques
proficiency of facilitation and de-
briefing techniques
knowledge of framing and breaking
the frame
proficiency of framing and breaking
the frame
organizing meetings / setting
agendas / and leading meetings
110. Student will describe personal HDF 290 Manager, Panhel Throught my time as a leadership minor, I never realized how good I am at
examples of organizing meetings / organizing meetings, setting agendas, and leading meetings. Alongside my
setting agendas / leading meetings waitressing job, I am the manager of an ice cream store in New Jersey called the
Scoop Coop each and every summer. With that came an immense amount of
responsibilities. I not only needed to hire and fire staff, but I needed to make weekly
schedules, and also find a time that worked for all 11 workers to meet once a week
for a meeting. I found that having a planner was super helpful in organizing my
hectic schedule. I am a full time student in the summer, along with having
internships, and keeping my two jobs. Life can get confusing, so I write everything
down. Communicating with all 11 employees to find out what day they could meet for
weekly meetings was challenging, but I always found a time. In the meetings we
would go over sales for the week, expectations for the upcoming weeks, and
suggestions on how to make the business overall better. To make sure each person
was doing an equal amount of work I made an agenda to keep inside, for when they
had some down time. As a member of the Panhellenic council, my job was to plan
Greek Week. I was responsible for organizing meetings with the programming team
every Wednesday and with Greek advisors on Fridays. In those meetings I set the
agenda on what to talk about by taking it one event at a time. It made the meetings
go a lot smoother. I also led the meetings by explaining all of the information and
things I had planned that week and also things that needed to be done. In meetings
I held it was important for me to be a good listener and hear peoples constructive
criticism, questions, or concerns a handle it in a professional and mature state of
mind. I can relate this skill to the HDF 290 course because I learned that
organization is in my top 10 strengths and it is a huge part of my life as a student
leader, and a manager. See evidence #110 for a picture of me working a shift.
111. Student will show knowledge of HDF 290 Sigma Delta Tau, Panhel 1. Parliamentary Procedure is a professional method used in
Parliamentary Procedure organizations all over the world. It is said that all members have equal rights,
privileges and obligations. The minority also has rights, which must be
protected. Motions, reports and other items of businesses are a right of all
members. Another part of this professional procedure is that only one question
can be considered at a time and one person can be speaking at a time. It is
frowned upon to speak without being told to do so by the person running the
meeting. Important to this procedure, is the person running the meeting, often
times called the parliamentarian. My best friend Julie is the parliamentarian of
the URI Panhellenic Council. Members may not make or motion until they have
been recognized and given permission to speak by her. Voting is an important
aspect of this parliamentary procedure, as motions are brought to the floor and
decided upon by majority rules. I was unaware of this procedure until I joined
my sorority, Sigma Delta Tau and the Panhellenic Council. From experience
voting rules can vary. SDT has different bylaws than the Panhellenic Council.
Normally for new business to be approved it must be passed by 2/3 of the
people voting. At Panhel, there are several motions brought to the table every
week. Usually a chapter motions to have girls from other chapters go and
support their events. Before it is passed, Julie opens up a discussion where
chapter presidents or delegates get to share their opinion or conflicts with the
motion. If nothing is said, the motion is passed and every chapter must have
girls attend. I am proud to say that I am apart of 2 organizations that follow
these procedures. Though they are strict, it makes meetings go extremely
smooth and professional. See Evidence number #111 of last weeks Panhellenic
minutes which follows this procedure.
techniques for working with difficult
people
examples of using techniques to
work effectively with difficult people
114. Student will show knowledge of the HDF 290 I learned about the Group Development Leadership Theory in my HDF 290 course.
stages of group development Bruce Tuckman first came up with the memorable phrase forming, storming,
(Tuckman, Bennis or others) norming, and performing in his 1965 article, Developmental Sequence in Small
Groups. He used it to describe the path that most teams follow on their way to high
performance. Later, he added a fifth stage, adjourning. Forming is explained as
people coming together in a group effort. This is where first impressions are made.
Storming where a problem is identified and the group attempts to solve. Here, the
group members may dispute and disagree and question power and leadership. This
is a tricky stage because moral and ethical issues of each employee may clash.
Norming is the stage where problem solving starts to happen, and people put their
differences aside for the good of the situation. Conformity and respect come into
play. Performing is the stage where what you planned for is put into action. The
group is fully functioning and the communication is overall better. And last,
adjourning is the stage where the team assesses the accomplishment and gives
recognition to outstanding members and ideas. I realized that this is a great way to
get through a group project. And from a leadership perspective, it is the most
successful way to work in a group of diverse people. See evidence #114 for a
handout I received on this theory.

examples of group development in
use (Tuckman, Bennis or others).
group dynamics and group roles
examples of group dynamics and
group roles
effective memberships skills in
groups
examples of membership skills in
use
120. Student will show knowledge of the
Challenge and Support theory by
Sanford, and its relationship to
organizations
examples of using the theory of
Challenge and Support (Sanford)
122. Student will show knowledge of the
construction / elements of
informative and persuasive
speeches
proficiency in informative and
persuasive public speaking
planning and conducting interviews
(as the interviewer)
examples of planning and
conducting interviews (as the
interviewer)
preparing for and effective answers
in interviews (as the interviewee)
127. Student will describe personal URI 101 Career Center, Panhel Throughout the course of my 4 years at URI, I have applied for many internship
examples of preparing for and COM 221 positions and leadership roles. With that came several interviews for the positions.
being interviewed When in my URI 101 class, I learned about a great source that is provided in
Roosevelt Hall. In the career center, they help one find jobs, internships, and gain
great connections with alumni. Another amazing aspect of the career center is that
they help students prepare for interviews. They give you insight as to what the
organization is looking for and amazing tips on how to maturely and properly
answer. I wanted to make good use of the resources URI has to offer so I went for
several sessions there. I even did 2 mock interviews. We also went over interview
questions and proper adequate in my COM 221 class for several chapters. I found
this to be super helpful to my life. Because of the practice interviews I walked into an
internship at the hospital feeling confident and poise. I answered the questions to
the best of my abilities and talked about the great qualities I have to offer. Thankfully,
I got that internship position. I also needed to be interviewed for my role on the
Panhellenic Council. I sat in a room full of peers and through several answers I had
to prove to them that I was the best candidate for a rotating chair position. I
explained the great qualities I have, and what I could bring to the team. Thankfully, I
received that position too. I am thankful to the URI community for preparing me to
properly and professionally get through an interview. It is a skill I will use forever.
See evidence #127 for career center information.
effective collaboration / coalition
building
examples of working in
collaborative/coalitions
Intercultural communication
considerations
proficiency in intercultural
communication
132. Student will describe ways to
maintain accountability in
leadership / member relationships
examples related to maintaining
accountability as a leader
134. Student will describe ways to build
relationships between leaders and
members
examples of building relationships
with members as a leader
136. Student will describe how credibility
applies to leadership, as well as
the characteristics and skills of a
credible leader
examples of building, maintaining,
and repairing his/her own credibility
as a leader
138. Student will describe ethical
standards in influence
139. Student will describe influence
applies to leadership
140. Student will describe principles of
effective mentoring, as well as
problems particular to the
mentoring relationship

examples of mentoring and being
mentored
142. Student will describe principles of
effective peer leadership, as well
as problems particular to peer
leadership
examples related to being a peer
leader and being led by peers
144. Student will describe the four
frames of organizations by Bolman
and Deal
application of organizational
analysis using the four frames of
organizations (Bolman and Deal)

Brianna Surdi HDF 290 - Inventory - 2-2

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Brianna Surdi HDF 290 - Inventory - 2-2

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LEADERSHIP

Name: Brianna Surdi

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

Outcome Category: Leadership Theories

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

115. Student will describe personal

141. Student will describe personal

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