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:

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.

Leadership Inventory Revised 08/22/2017 1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model

ADVISING INFORMATION (students will include own documentation)

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

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

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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.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3

Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

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 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
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HDF 415: FLITE Peer Leadership

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BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

Time management
Organization
1. Know Yourself Self care
Self discipline
Lead Others Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
Needs Academic, social, personal goals and
P Styles
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S

Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion theor 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

Leadership Inventory Revised 08/22/2017 6

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.

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Outcome Category: Self-Leadership
Outcome
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,
organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
Target class Additional Experiences Descriptive notes regarding learning and practice
WRT 512 Moving out of my parents house In WRT 512, We discussed the concept of autonomy. In the book Gaga Feminism, it promotes
HDF 414 when I turned 18 dismantling the norm of only men and women getting married. The book promotes that self-
government thinking is the base idea for a new form of public commitment. I used this idea of
autonomy when I decided to minimalize need for approval from my parents by moving out on my own.
In this case, I took my own initiative, regardless of what my parents had planned for me because I
wanted to make my own decisions.
As evidence, I have included a picture of the new set of house keys I purchased myself once I was
approved for my house. (see evidence #1)
WRT 100 Outlines for other courses In my Introduction to college writing course, students were taught the proper way to make an outline for
a paper. The professor explained that by making a graphic organizer for every paper you write, it will
prevent procrastination throughout the writing process. I never realized before taking that course, that
part of the reason I didnt have self-discipline to write a paper was because I didnt know how to set up
or outline a paper.
As evidence, I have included an outline that I created recently for one of my college papers. I took my
wrt 100 course when I was a freshman in college, and I still use this as a method of planning and self-
discipline to assure a paper gets written on time. (see evidence #2)
PSYC 103 After I get home from a stressful day In my psychology 103 course, we were taught schacters theory, of self-knowledge. This theory
at school or work explains the basics of how to identify the arousal patterns that cause your emotions. She explained to
us that if we can identify the triggers that cause us to become emotional, then we can also find
methods that help cope with these emotions.
As evidence, I have included a screenshot of my playlist, titled Calming Night Sounds Radio. I chose
this playlisy because I have found that walking became the healthiest form of managing my emotions,
and listening to this music has worked best for relaxing my mind after a stressful day at school or work.
(see evidence #3)
PSYC 103 Meditation therapy In my psyc 103 course, we were taught about the methods of self-understanding. This taught us how to
manage stress in a healthy lifestyle. In addition to taking a walk, I have found that another great
method of dealing with stress is to meditate and use breathing exercises. I have tried many methods of
relaxing to cope with my stress, but many methods dont seem practical all the time. I found a method
that is easy to perform anytime.
As evidence, I have included a breathing method from an App I use, that puts me into a deep calm
mode. This exercise has been called a natural tranquilizer for the nervous system, proven to calm
and relax the body. (see evidence #4)
WRT 353 Writing center tutoring sessions One of my professors this semester oversees the writing center in Roosevelt hall. She informed us that
tutors are available to help us manage through hard assignments we might be struggling and stressing
out about. Managing stress has become hard around the end of the semester, so I go to the writing
center for help with papers that I am having trouble writing. When I have specific issues with a paper,
like formatting and sentence structure, I like to seek their advice. Usually I leave feeling satisfied and
more confident about how to manage through the issues in my paper.
As evidence, I have included an appointment form that I fill out each time I meet with a tutor. (see
evidence #5)
HDF 414 WRT 304 In HDF 414, we learned about the four Vs of ethical leadership model. Within this model I relate most
to the element of Voice. The model says, Leading a meeting, group, organization, etc., involves
multiple facets including managing, communicating, facilitating and empowering. An ethical leader will
have a voice that accomplishes these tasks in such a manner that followers understand, contribute,
participate and, in the end, feel that they made a worthwhile contribution to the overall operations. In
Leadership Inventory Revised 08/22/2017 8

7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
my WRT 304 course, we were tasked with leading a group discussion based on our meaning of the
word community. Using voice, I communicated my issue to the class, and empowered them to get
involved in the community. I appreciate this element in the leadership theory, because I believe a
leader is nothing without a sense of voice. I not only prompted community outreach, but I also
encouraged my classmates to make a difference that will allow them to feel a part of their community.
As evidence, I have included a copy of the letter that I wrote to inspire my group discussion. (see
evidence #6)
HDF 414 Social change project In HDF 414, we were tasked with completing a semester-long project to advocate for a target group of
our choosing. One of the code of ethics in the ethical leadership model expresses values. This element
begins with self-understanding, and development of self-values. The model says that in order to
develop a values system, one must understand their own beliefs and develop a value system that fits
their own determination of what is right and wrong. For my advocation project, I chose to advocate for
young men suffering from opioid dependence. One of my personal values in my values system
includes not doing drugs. To assist my advocation group and the problem, I came up with the idea to
include VIA character strengths into the recovery process, to give patients the chance to become
aware of their own strengths; to help them advance in their goals in life. I used my own code of ethics
to help encourage other individuals to become leaders in their own lives.
As evidence, I have included my abstract from my social change project. (see evidence #7)
HDF 414 My VIA strengths test In HDF 414, we spent a lot of time reflecting on our values as a leader, and explore our personal
strengths using VIA character strength questionnaires. My top VIA character strengths are: 1)
creativity, 2) perseverance, 3) social intelligence, 4) perspective, 5) curiosity. Before I found out my
strengths, I knew that I was always creative with my writing, so I decided to become a writing and
rhetoric major. When I found out that my number one strength was creativity, I did not find it surprising.
The reason why I make the decisions I make are because of the combination of my strengths. Whether
I am in school or at home, I demonstrate my strength of curiosity by exploring my interests in writing
and exploring what careers will benefit the use of my strengths. Now that I am aware of my strengths, I
can use them to advance in my future after I graduate from URI.
As evidence, I have included a copy of my VIA character strengths. (see evidence #8)
HDF 414 WRT 353 In HDF 414, we explored our VIA character strengths, and how we ca use our strengths in our lives.
One of my strengths is social intelligence, and being aware of what makes other people tick. This
strength was demonstrated when tasked in WRT 353 with observing the body language of other
writers, to describe the characteristics of the thought process each writer has. This task came simply to
accomplish because as a writer who has social intelligence as a strength, I can point out key factors
that motivate the feelings/motives of others. A key characteristic of being a leader, as defined in HDF
414, is having awareness; which I successfully demonstrate in my writing.
As evidence, I have included a copy of my observation report that I wrote demonstrating the practice of
my ability to observe other writers thought processes. (see evidence #9)
HDF 414 WRT 302 In HDF 414, we were tasked with completing an activation project that involved forming methods of
research to complete the project. To complete a task from start to finish, there must be components to
the project that acts as proof or means of research. In my WRT 302 course, we were tasked with a
project to create a website that incorporated research to prove the validity of the information on the
website. In order to lead myself through the project, I created a survey as a means of research so that
the website had real opinions and insight on interracial relationships. As a leader, it is important to
include conceptualization into the process of your idea. To form a concept, you must include
observations and data to validate the concept, just like research. In order to complete a project from
start to finish, a student must also demonstrate that they can complete the key components to form a
concept in their project. Without the survey I created, I would not have been able to complete the
website from start to finish.
As evidence, I have included the survey I created to form the concept of my website. (see evidence
#10)
Leadership Inventory Revised 08/22/2017 9
11. Student will describe goals and objective HDF 414 WRT 304 In HDF 414, we completed an activation project that had us discuss our results and describe our
statements regarding personal issues, objective statements regarding a community we advocated for. My findings described the link between
career issues, and community issues VIA character strengths, and recovery. I stated in my discussion and conclusion section, Personal
strengths can be the core component for thinking, feeling, and behaving in ways that can bring benefit
to a persons life. Seeing as VIA skills are proven helpful in relating with professions and disciplines, I
believe patients suffering from opioid dependence would also benefit from this institution if they are
looking for a job, or ways to progress. This sort of thinking was also used when I described the goals
and objectives of the leadership program that I was a part of in my senior year of high school. The
activation projects that I completed in high school, made me realize that this leadership program was
way more than just something I could throw on my college or scholarship application. That whole year
gave me a chance to see different aspects of the community and what they all have in common. I
explored the ways that people need help and how easy it is to give help without having to do as much
as you may think. A main objective I gained from senior year, was a larger outlook on the lives around
me.
As evidence, I included a copy of my engagement essay that I wrote for my WRT 304 class, describing
my personal objectives and how I used them in the community during my senior year of high school.
(see evidence #11)
12. Student will show evidence of goals and BUS 227 In BUS 227, I created a business plan for each class to improve my gpa. This business plan included a
objectives that were planned and study schedule for each class, and a list of ways that I can specifically improve my grade in each
achieved course. I now create this sort of business plan for each of my classes because I have noticed that it
helps me stay organized and get my assignments done with the teachers expectations in mind. My
goal that I set for myself was to improve my gpa by being proactive in my classes, and planning times
that I can study for each course. I achieved my goals by improving my gpa from a 2.6, to a 3.8. Last
semester I made deans list, proving my ability to achieve the goals that I set for myself in my business
course.
As evidence, I have included a copy of a letter I received from the National Deans List Society. (see
evidence #12)
13. Student will show knowledge of the
Hierarchy of Needs theory by Maslow
14. Student will show application of Maslows
theory to own life
15. Student will show knowledge of the theory
of Superleadership by Manz & Sims
16. Student will show application of Manz &
Sims theory to own life
17. Student will describe StrengthsQuest
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
18. 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., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

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 Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19. Student will show knowledge of the
Authority and Bureaucracy theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
21. Student will show knowledge of the
Scientific Management theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
Management by Objectives theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 414 n/a The Servant Leadership Theory by Greenleaf, focuses on being a servant before you can become a
Servant Leadership theory of leadership leader. This theory explores learning the concepts of listening, empathy, and healing, as skills needed
by Greenleaf to be a servant. There are 10 characteristics that a servant leader has, and relating them to the growth
of people once they become a leader. Someone who embodies servant leadership, will focus on
people, the community, and growth of wellbeing. Listening is a key factor to be a servant leader,
because it means they can listen to themselves and others. Empathy is used to not only understand
others, but having that same mutual understanding from others. Healing is a quality that means they
can heal themselves as well as relationships. In HDF 414, we discussed how a servant leader can
become a leader because servant leaders do not necessarily present all characteristics at once.
As evidence, I have included a handout that explains the characteristics of a servant leader, as well as
a leader. (see evidence #13)
28. Student will describe personal application HDF 414 Being a trainer at Panera Co. I am able to apply the servant leadership theory by Greenleaf, to my experience of being a trainer at
of the above theory (Greenleaf) Panera Bread Co. This theory is about individuals who grow from being a servant into a leader.
Leaders, like to serve first, before leading. With this being said, a leader must take on the position of a
servant before being a leader. At Panera, I started out my position as an associate employee, learning
the key concepts to be a productive employee. Once those concepts were mastered, I was then
transitioned into a leadership position, by becoming a trainer to associate employees. I empathize with
associates who are struggling with concepts that are important to being successful in their position
(fast-pace, bad customers, menu items), and heal them by showing them the correct ways to
implement these concepts successfully.
As evidence, I have included my Certificate of Recognition, for becoming a trainer at Panera. (see
evidence #14)
29. Student will show knowledge of the
Principle Centered Leadership theory by
Covey
30. Student will describe personal application
of the above theory (Covey)

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31. Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)
33. Student will show knowledge of the
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
35. Student will show knowledge of the
Individuals in Organizations leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
38. Student will describe personal application
of the above theory (Grace)
39. Student will show knowledge of the
Situational Leadership theory by Hersey
& Blanchard
40. Student will describe personal application
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the
Relational Leadership model by
Komives, McMahon & Lucas
42. Student will describe personal application
of the above theory (Komives et al)
43. Student will show knowledge of the
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
46. Student will describe personal application
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the
Social Change Model of Leadership
Development by Astin et al
48. Student will describe personal application
of the above theory (Astin et al)
49. Students will demonstrate knowledge of
the Leadership Identity Development
Model by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
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51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
52. Student will describe personal application
of the above theory (Hulme et al)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
54. Student will describe personal application
of the above theories (Michigan & Ohio
State)
55. Student will demonstrate knowledge of
Charismatic leadership
56. Student will describe personal application
of the above theory
57. Student will demonstrate knowledge of
contingency approach to leadership by
Fiedler
58. Student will describe personal application
of the above theory (Fiedler)
59. Student will demonstrate knowledge of
Path-Goal theory by House
60. Student will describe personal application
of the above theory (House)
61. Student will demonstrate knowledge of
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
62. Student will describe personal application
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
63. Student will demonstrate knowledge of
Leadership Substitutes Theory
64. Student will describe personal application
of the above theory
65. Student will demonstrate knowledge of
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
67. Student will demonstrate knowledge of
Chaos approach to leadership by
Wheatley
68. Student will describe personal application
of the above theory (Wheatley)

Leadership Inventory Revised 08/22/2017 13

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the Cycles of Socialization (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
73. Student will demonstrate knowledge of
the Cycles of Liberation (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the Cycles of Liberation
(Harro)
75. Student will demonstrate knowledge of
the Configuration of Power (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the Configuration of
Power (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;

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 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntoshs theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntoshs theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership
Leadership Inventory Revised 08/22/2017 15
Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Leadership Inventory Revised 08/22/2017 16

Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome
109. Student will demonstrate knowledge of
active listening techniques
110. Student will describe examples of using
active listening skills
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
Target Additional Experiences Descriptive notes regarding learning and practice
class
WRT 353 HDF 414 In WRT 353, we learned how to be an active listener as a tutor in the writing center. My teacher
explained the importance of being an active listener, and how your writer being tutored will not feel
appreciated if you as a tutor are not actively paying attention to their concerns. The key components
she taught us for active listening were paying attention, look at who is taking(the writer), do not
talk(while the writer is talking), ask questions(pertaining to their concerns), follow directions(teaching
the correct way, not the fast way), and visualize what is being said(relating their concern to a visual).
These techniques are what will achieve a proactive session, and will promote understanding and trust
between the tutor and the writer.
As evidence, I have included a copy of the key components to active listening as a tutor (see evidence
#15)
HDF 414 Interviews In HDF 414, we learned about active listening skills being a key component of a leader. As a leader,
you must be attentitive to the intrapersonal skills that leaders use to communicate effectively and
establish cooperation among and between individuals. These skills would include development in
assertiveness, listening, feedback, non-verbals and conflict resolution. In my HDF class, I conducted
an interview with SUMHLC, who I had to both listen and learn from. I had questions for the
organization, and while they were answering my questions, I had to intentionally focus on the speaker
in order to understand what he or she was really saying. While Once the interview was over, I was able
to interpret what she told me, and put that information into my own words. This focusing in on the
speaker is what helps an active listener gain the information they need.
As evidence, ii have included a copy of my contact card I filled out after I met with SUMHLC, including
the questions that I asked. (see evidence number 16)
WRT 302 Eli Review In WRT 302, we learned about the proper techniques to giving and accepting feedback from
classmates. As a tool, my teacher uses the website Eli Review as a place to submit work for other
students to read and provide feedback. Giving feedback helps us grow because we get better at
noticing how writers choices are affecting us as readers. One of the techniques taught were to focus
on the writing, not on the writer dont suggest that problems in the draft are caused by failings in the
writer. Talk about what can change in the draft to make it stronger, not what the writer needs to do
better. This was a key point in assuring that our feedback is unbiased and addressing the paper the not
writer.
As evidence I have included a copy of the article we read on giving and accepting feedback. (see
evidence #17)
WRT 305 Eli Review In my WRT 305 class, we use the website Eli Review to submit our essays for reviewing. Other
students provide feedback on my essay and give me instructive criticism as well as tips to improving
my work. In my group, I was paired with multiple students that each provided their own opinions about
my gathering essay. This website includes traits that each essay should include, and students will
Leadership Inventory Revised 08/22/2017 17
 explain whether the writer included these traits or not. Word choice, hooks, transitions, and conclusions
are all aspects of the paper that are reviewed and told whether they were shown or not.
As evidence, I have included examples of feedback that was given to me on my gathering essay. (see
evidence #18)
115. Student will show knowledge of the 7D
coaching model (Knott)
116. Student will demonstrate personal
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques WRT 353 Tutoring sessions In WRT 353, we learn about the technique of freewriting and how it relates the difficulty that students
for working with difficult people with learning disabilities face when attempting to brainstorm. The article states how freewriting tends to
lead from one generalization to another or from one specific to another. The article says this is
because the child may not see the relationship between a specific detail and a general one. As a tutor
in the writing center, it would be our jobs to have direct conversation about the topic at hand instead of
just allowing the student to sit and think for themselves. By asking the leading question it can create
an idea or thought about that question to assist the student with trapped information they cannot
Leadership Inventory Revised 08/22/2017 18
 access on their own. As the student is generating ideas, its important to help them write it down and
take notes as they go so they understand where their ideas came from. The writing advisor should also
be asking the student first if they would like them to do the writing for them so they can focus on
brainstorming ideas. The writing tutor may need to do the typing or writing for the student in this case,
so the student is able to focus on answering the leading questions being asked by the advisor.
As evidence, I have included a copy of the article I read regarding the techniques to tutoring a student
with learning disabilities. (see evidence #19)
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of WRT 302 WRT 304 In college, professors like to assign projects that involves working with other students. Membership
membership skills in use WRT 331 skills are essential when doing group work because each student in the group is able to take ownership
of the subject matter they are in charge of. I developed communication skills when I was presented
with a group project in my WRT 302 course, and have used the same concepts through other courses.
Breaking down content into parts has become part of group work because it helps the students
understand what the project consists of. In WRT 302, we had projects called Bundles, and I was
assigned another partner who worked on the bundle with me. We split the project into parts, then we
came together to design a website.
As evidence, I have included a copy of my outline for the Bundle project I completed with my partner.
(see evidence #20)
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking

Leadership Inventory Revised 08/22/2017 19

142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
143. Student will describe personal examples of
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of
preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
147. Student will describe personal examples of
working in collaboratives/coalitions
148. Student will demonstrate knowledge of
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
151. Student will describe personal examples
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
153. Student will describe personal examples of
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
155. Student will describe personal examples of
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
159. Student will describe personal examples of
mentoring and being mentored
Leadership Inventory Revised 08/22/2017 20
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to being a peer leader and being
led by peers

Leadership Inventory Revised 08/22/2017 21