Inventory-2017 1

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

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

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

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

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

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

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

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

practice 3. Broaden Your Perspectives…
▪ Communication Understand others
▪ Group Development
▪ Inclusion ▪ Hierarchy of needs
▪ Citizen Activist Skills PROGRESS ▪ Racial, cultural, gender, sexual orientation,
▪ Critical Thinking religious, class, ability, etc. diversity and
▪ Teaching and Programming commonalities
▪ Power, privilege, oppression, liberation;
individual and institutional discrimination

OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words “goals” or “curriculum areas” may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the “additional experiences”
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the “descriptive notes”
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation letters—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 190 Working at a preschool Often times I volunteer at my aunt’s preschool back home. After going so many times I feel very
minimized need for approval EDC 102H comfortable in that environment and know my role when I go. I feel that I have enough experience and
ability that I no longer need to ask my aunt for clues or figure out what I should be doing. For example,
when it is snack time, I know that 35 children need apple juice and 5 need water. So, I usually take it
upon myself to grab the cups from the closet and begin serving the students while my aunt and the
other teacher’s serve snack and do other tasks. During gym, there was a child with a broken leg who
just wanted to run with all his other friends but clearly couldn’t. To distract him I grabbed a ball from the
supply room and we passed it back and forth, so he could still have a good time without running and
further exaggerating his leg. When I work there, I feel very comfortable in my own abilities. Through my
experience I have gained knowledge of what needs to be done when and figure out ways in which I
can help without needing guidance or approval. One of my strengths is learner and I feel that I have
used that a lot during my time here. When I first came, I was very observant and asked a lot of
questions to build my knowledge on how the classroom runs. Over time I have watched student-
teacher interactions and gotten to know each student’s likes, dislikes, dietary preferences, allergies,
and anything I else I would need to know to help myself become as well rounded as possible. I don’t
seek praise or approval anymore when I go and look at it as more like a job. I go and figure out what I
could be doing in that moment to help the students as well as the other teachers.
See evidence # 1
2. Student will demonstrate personal, URI 101 Jumpstart Jumpstart is an organization here on campus where students can volunteer to work
organizational, and academic examples of WRT 104 at preschools in low income areas. We work with under resourced programs and
self-discipline bring in extra materials and activities for the students. Our main goal is to make sure
underprivileged students are getting the education they need to ensure they won’t
fall behind their peers. Much of Jumpstart’s work is done outside of the classroom as
I have to prepare name game and letter activities, make vocabulary cards, create a
learning extension activity that is based off of the book we are reading that week, as
well as make additional materials for the classroom. By the end of the year we will
have put 300 hours of work into Jumpstart. Due to the fact that there is so much
work that goes with Jumpstart in addition to all my other schoolwork it is very key
that I am good about time management. To do this I have to make schedules and to-
do lists, so I can stay on top of my work. Sometimes when I want to go out and have
fun, I have to remind myself of the work and break it up into sections and complete it
in a steady manner, so I can accomplish the task but also have extra time for myself.
One of my strengths is discipline so it is very natural for me to stay on top of things
and get them done in an effective way. Because discipline is such a prevalent
strength in my life, it is easy for me to not procrastinate. I tend to split things up, so I
don’t have to get it all done at once. My discipline helps me to stay in order and do
things according to a plan and stick to my routines.
See evidence # 2
3. Student will demonstrate the ability to URI 101 Moving into college Going from having my own room growing up to having to share my entire living
manage emotions COM 100 space with two other girls was quite an adjustment for me. Getting used to a new
situation in general tends to usually stress me out. Although my roommates and I get
along well for the most part, living with them can sometimes make me irritated. I am
a very neat person whereas my roommates tend to be a little messy. During the
course of the year I have had to learn to pick and choose my battles. I have learned
that not every little thing is worth getting upset over. When I find myself getting
annoyed, I usually ask myself three questions before confronting them. The first
question is, is it hurting me in any way? The second is, is it going to matter 3 days
from now? And the last is, is it really affecting me in any way? If I answer no to any
of these then I decide I just need to drop it. I find this to be an effective way to
manage my emotions and taking the time to evaluate them before speaking.
See evidence # 3
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 VIA values My top 5 VIA values are curiosity, gratitude, kindness, appreciation of beauty and excellence, and
statement (Sources = VIA, values HDF 414 hope. I use curiosity often when trying new things. I like to go into things with an open mind. I try to ask
clarification exercises, etc.) as many questions as I can because I love learning new things. My next value is gratitude which I try to
implement in my everyday life. I am very aware of all of my blessings and because of this value I try to
never take anything for granted. I believe that we should always show thanks for what we have and
express our love to those who care for us. Kindness is another value I utilize very often. I think that we
should always be kind to others and be the best we can because I believe it can make a difference. I
also believe we should help others when we can. My next value is appreciation of beauty and
excellence. I think this is important because we need to take the time to notice the beauty in things. I
believe in “taking in each moment.” My last value is hope, I feel that I use this a lot because I feel that
we are each in control of our own lives and what happens to us. I always try to work hard to achieve
my goals. I always try to utilize these skills to live the best life I can. Through these values I can find
happiness within myself and potentially be an example to others.
See evidence # 4
9. Student will demonstrate practice of the HDF414 EDC 250 During my sophomore year here, I was placed in a practicum placement for one of my education
personal values statement Field Placement courses. The purpose of this course was to obtain hands on experience within my field and begin to
learn the roles of an educator. I acted on all my values at this placement in order to make the most use
of myself. With curiosity I was constantly conversing with the students and the other teachers in the
room. If the teacher implemented something, I thought seemed engaging and creative I would ask
about it in order to obtain more information and eventually use it one day myself in my own classroom.
If the kids were working on a project I would ask if they liked it, what they didn’t like, what would the
change about it, to make myself as well rounded as possible for the future. Next, I used my value of
gratitude. I would always be acknowledging the students outstanding work in order to push them.
Those that I expressed more gratitude towards tended to build a better relationship with me. I would
always hug the students at the end of my visits and let them know how much fun I had. Next for
kindness, I always encouraged the importance of it to my students. When I would hear mean words, I
would pull the student aside and explain how that could possibly make the other person feel. I made
sure to always smile at my students and encourage them the best I could. For appreciation of beauty
and excellence I took it upon myself to learn about the student’s cultures. They were ESL students so
many of them spoke only Spanish at home. In order to show appreciation towards their culture I made
sure to always acknowledge it and speak as much as I could in Spanish to them to make them feel
more comfortable. My actions showed them appreciation and lifted them up. Lastly, I used hope at my
practicum. On my last day my heart was very heavy as I have grown so close to my students. I take
that passion and move forward with hope. I have hope for my future as an educator, that I will continue
to grow as an individual and impact my student’s lives. I have hope for these students, that they will all
go on to be great adults and make the most of themselves. I also have hope for the teachers at that
school, that they will continue to make a difference in this world and work in the best interest of the
students. This is just one part of my life that I have practiced using my values.
See evidence # 21
10. Student will demonstrate the ability to HDF 414 Social Change Project In HDF 414 we were assigned a social change project that would last through the semester. It was
lead a project from start to finish (follow- assigned to us on roughly the second or third week of classes and was set to be due the very last day
through) of classes, December 11th. The goal of the project was to create social change. We had to pick a target
group we wanted to work for and do research on what their specific needs were. We then were to
come up with a solution of implement some sort of program designed to benefit the issue at hand for
that target group. All semester I worked on different portions of it. I started out by contacting the people
I would be interviewing for the project and gaining insight from them on the issue at hand, as well as
learn about their own experiences. Next, I had to create a PowerPoint that connected my finding and
research to class theories and readings. We also had to show a mini outline of our design for those
programs. I continued on with the research and begin to work on the research paper that was due. I
read multiple articles and journals to piece together all the information I needed. I went from just having
an abstract to concluding the full paper filled with all of my findings on my target group. I then used that
paper to construct the post presentation that was to go with it and be presented on one of the last days
of class. I deconstructed the paper and used my project outline to create the post board and use all of
my information I had obtained over the semester. I was able to carefully execute all components of my
project throughout a whole semester and see the project through from start to finish.
See evidence # 22
11. Student will describe goals and objective HDF 414 Social Change Project In HDF414 we were assigned a semester long project. This project entailed finding a target group in
statements regarding personal issues, Rhode Island and create change and innovation by working with a helping said group. We were
career issues, and community issues required to interview professionals who work for, or are associated with the target group. The first steps
I took to begin my project was to make goals and set deadlines to make sure the project advanced in a
timely fashion. I first picked out my target group which was children from under resourced communities.
Next, I planned out the steps in what I wanted to do to help them and what that would require. My goal
was to close the gap in education between people from low income areas and the rest of the state. I
set up interviews with two people to get more information on how to make my goals a reality. I
interviewed a fifth-grade teacher who works in an inner-city school that is under resourced, as well as a
coordinator of a program that services a similar target group in education. Talking to them not only
provided me with research and data for my project, it gave me more insight as to what kind of program
I should be creating to serve the student’s best. My goals allowed me to not stress my project and build
criteria for how I could go about acting on those goals.
See evidence # 23
12. Student will show evidence of goals and HDF190 Tour guides When I first visited URI, I saw how much fun the tour guides had, and I knew I wanted to be a part of
objectives that were planned and HDF 414 that community once I get here. After I arrived, I made it my mission to become one. I made sure to be
achieved friendly with those on the tour guide team and learn more about the program itself. Once I really
decided to go out for the position, I thought out all the steps I needed to take in order to get the job.
The first thing I did was follow the tour guiding Instagram to ensure that I would be up to date with any
information they had. Next, I made sure that I knew when applications were open, so I could be one of
the first to apply and secure my interview spot. I made sure to prepare myself for my interview date. I
remember an old employer had told me one time that a job offer could come down between what type
of shoes you were wearing. I picked out an outfit ahead of time that I felt was very professional and
appropriate for an interview. I didn’t have any heels, so I even took the steps to borrow from my friend
who lives across the hallway. When the day came, I tried to be on top of my game and answer their
questions to the best of my ability. When the time came for my second-round interview, they sent out
an information sheet with a few facts about the university that we had to memorize. I knew in order to
do well I had to take it seriously and made sure I knew the material inside and out. I put forth my very
best into the interview and made sure to do all the professional gestures such as making eye contact,
shaking hands, and having good posture. One of my top strengths was achiever which is the strength I
feel I utilized the most for this event. To be an achiever means that I have a high drive and need for
achievement. It is my push to set a goal and do all that I can to achieve it. I also used my discipline by
staying on track to do what I needed to do to ensure I would get the job.

After receiving my acceptance onto the tour guide team, I underwent 10 weeks of vigorous training in
the spring semester. We were assigned a trainer, an older member of the tour guide team who would
help us to learn and perfect our tours. We were scheduled to give “mock” tours where the trainers
would go on one-on-one tours and check off the facts on a clipboard. After they would sit us down and
give us feedback and constructive criticism. I knew after being on the team for a few weeks I would
love to continue growing within the tour guiding program and apply for higher positions on the team. At
the beginning of fall semester when the applications for trainer went out, I applied instantly. I made
sure to set aside time to fill out the application and picked an interview slot that fit into my schedule so
that I had enough time to get ready and walk up to the welcome center from my room. I also made
sure to prepare myself for the interview. There would be a mini quiz on some of the major facts we
should know so I brushed up on those the day before. I laid out my outfit the night before and ironed
my pants, so they wouldn’t have any wrinkles. After my interview, a member of the executive board
would shadow one of my tours. I wanted to give the most thorough tour ever, so I read over our Manuel
to remind myself of all the facts. All these steps I planned out helped me to achieve my goal of
becoming a tour guide trainer.
See evidence # 24
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
15. Student will show knowledge of the theory
of Super leadership by Manz & Sims
16. Student will show application of Manz &
Sim’s theory to own life
17. Student will describe StrengthsQuest HDF414 Gallup Strengths In HDF 414 we took the Gallup Strengths assessment to find out our top strengths. My top five
Signature Themes, shadow side of strengths are restorative, relator, achiever, learner, and discipline. Restorative means that I am a
Strengths and/or weaknesses, and natural born problem solver. I use this in my everyday life as I am always looking for ways to help
examples of application (Source = Gallup) people as often as I can and fix issues. This can be with relationships, new ideas I am trying to
implement, etc. It has also helped me greatly in my profession of teaching. Young children are always
having conflicts and it is my job to work around those issues and obtain a solution. Relator allows me to
create close relationships with people. I am very appreciative of my close friends and am always trying
to deepen our relationships in any way that I can. Even though I identify as an extravert I appreciate my
close friends and would rather work on my relationship with them than make new relationships. Having
schedules and a structured routine is what keeps me sane. I function best when my day is predictable.
Being disciplined means that I follow through with my goals and ideas and always have an official plan
of action in order to do that. Learner means that I am constantly looking to expand my knowledge in all
aspects of life. I believe that life is all about lessons. When I experience something whether it be good
or bad, I always feel that there was something that can be taken away from it. This strength is valuable
with my interpersonal skills because I never feel that I am above somebody. I truly feel that anyone can
teach you something, which is why I am always eager to learn from others. Being an achiever
motivates me and inspires me to constantly be pursuing new experiences. This gives me my drive. I
enjoy the challenge of completing new tasks and accomplishments.
See evidence # 5
18. Student will describe personal leadership HDF 190 Greenleaf’s theory of Servant My personal leadership style includes being both a servant leader as well as being
style and/or personality style including HDF414 Leadership empathetic. Empathy is the ability to both understand and share the feelings of
strengths and weaknesses and examples another individual. I feel that leading is useless unless you truly know what is in the
of application (Sources = Leadership style minds and hearts of those you are serving. When you are able to better understand
inventories, the L.P.I., Type Focus the feelings of those you are leading you will be able to make a greater impact.
(MBTI), LAMP, DISC, and other career When I was the captain of my high school cheerleading team, I would always get to
inventories, etc.) know my teammates. One day I knew that one of their dog’s has died so I knew she
wouldn’t be able to work as hard because she would be distracted so I had to pick
up the slack to manage for that one day rather than push her or make the situation
worse. I also resonate with serving others as I feel that all school teachers must be
servant leaders. We spend our whole lives doing things for other, having a
commitment to the people with helping them learn as well as building a community
within the classroom. Overall, when I lead, I try to create a very inclusive
environment to work best with those whom I am leading to create a safe space
where others want me to lead and there is no sort of resentment.
Greenleaf, R. K. (2008). The Servant as Leader. Westfield: The Greenleaf Center for
Servant Leadership.
See evidence #25
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application
of the above theory (Weber)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 Servant Leadership Panel In HDF 414, I learned from Robert Vincent about the Servant Leadership model. Servant leadership is
“Servant Leadership” theory of leadership HDF 414 all about giving back to others by any means possible. According to Robert K. Greenleaf, “It begins
by Greenleaf with the natural feeling that one wants to serve.” There are ten characteristics of being a servant
leader. The first is listening. Servant leaders need to reinforce by a deep commitment to listening
intently to others. The next is empathy. A servant leader will strive to understand and empathize with
others. Healing is another component that deals with potential for healing one’s self and one’s
relationships to others. Another is awareness. This is the general knowledge in understanding issues
involving ethics, power, and values. Next is persuasion, seeking to convince others, rather than coerce
compliance. Conceptualization is the ability to look at a problem or an organization from a
conceptualizing perspective means that one must think beyond day-to-day realities. Another
characteristic is foresight which is the ability to foresee the likely outcome of a situation is hard to
define, but easier to identify. Stewardship is another quality of a servant leader. This is defined as
assuming first and foremost a commitment to serving the needs of others. Next is commitment to the
growth of people. This characteristic is the belief that people have an intrinsic value beyond their
tangible contributions as workers. This includes making funds available for personal and professional
development, taking a personal interest in the ideas and suggestions from everyone, and encouraging
others. The last is building a community. A servant leader senses that much has been lost in recent
human history as a result of the shift from local communities to large institutions as the primary shaper
of human lives.
Greenleaf, R. K. (2008). The Servant as Leader. Westfield: The Greenleaf Center for
Servant Leadership.
See evidence # 7
28. Student will describe personal application HDF 414 Jumpstart Jumpstart is a program on campus that partners students with low-income preschools in Rhode Island
of the above theory (Greenleaf) EDC 304 with at risk students. The goal of the program is to close the gap in education between those from low-
income families and those of a higher socioeconomic class. I decided to join as it would help me gain
experience within my field of study. The organizations whole goal follows the theory of servant
leadership. All Jumpstart corps members obtained stewardship. Members prioritized the children we
were serving. Even though it was an organization we were to treat it as a job. That meant if we were
sick or having a bad day we still showed up with a smile on our faces and worked with the children to
help them. We put their needs before ours. We also demonstrated awareness. Since many of these
preschools were located in areas of extreme diversity and poverty, we had to go through a training
beforehand, so we could be more aware of the situations we were walking into. We had to know how to
help and teach the students while supporting their cultures and backgrounds. We often promoted
diversity by choosing books to read to the students that had characters that were in the LGBTQ+
community, had a disability, were from a different country, and other atypical people like that.
Jumpstart was also always looking to the future. They showed conceptualization by creating tactics
and curriculum for the students that would help support long term growth. They were strategic in
choosing activities to do with the students that discussed the bigger issues at hand as opposed to
fixing the education gap temporarily.
See evidence # 26
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 Leadership Crest In HDF190 we were introduced to the concept of the leadership crest. In the
the “4 V’s” theory of leadership by Grace leadership crest there are 4 v’s involved. The first one is values. Values refers to
(Center for Ethical Leadership)
knowledge of your VIA values and how they are applicable to your life. Vision

refers to the vision you have in regard to either your life or someone’s life around
you. It can be a goal you are setting or something you want to pursue no matter how
big or small. The next one is voice. This is how you actually act upon your vision. It
means the steps you are going to take to work towards your vision. This can be
either ideas, actions, or things you wish to say, ultimately voicing what you can do.
The last one is virtue. This one refers to the noble habits we want to practice which
comes from within ourselves and not societies idealisms. This whole model deals
with moral development, self-awareness, and social perspective.
Center for Ethical Leadership (n.d.) “Ethical Leadership” Retrieved from:
http://www.ethicalleadership.org/concepts-and-philosophies.html
See evidence #8
38. Student will describe personal application HDF 190 Activity with Robert While in HDF190 Robert asked us to think about the leadership crest and apply the
of the above theory (Grace) four v’s to different aspects of our lives. I thought about goals I wanted to
accomplish, how I would accomplish them, the strengths and values I would use
while achieving this, as well as what virtue or skill I would need to utilize. My
vision for this was lifting other spirits around me, a simple task but easily achievable
as well as important to me. I believe that everyone deserves to be happy and feel
special. My voice in this was that I ultimately wanted to do more for the people in
my life to show them that they are important to me and appreciate them. I could
achieve this by doing simple tasks like texting and checking in on my friends more
often and calling my parents at least once a day to let them know I love them. The
values I would use were gratitude and perspective, which were both within my 10
ten on my VIA values. Gratitude goes along with this task because it is all about
expressing thanks, acknowledging your blessings, and being thankful. Perspective
would also help with this because it is about viewing the bigger picture and
focusing on how what I am doing may affect other people. The virtue that I would
utilize the most is wisdom.
See evidence # 9
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Relational leadership class In HDF190 we learned about the relational leadership model. The relational
“Relational Leadership” model by activity approach in leadership is an approach that puts its focus on group members being
Komives, McMahon & Lucas
seen as co-contributors where everyone can benefit from each other. In the relation
leadership there are five main components of relational leadership. The first is being
inclusive. Inclusivity refers to being able to understand, value, as well as engage all
aspects of diversity in a group. You develop the strengths and talents of the group
while involving people from all backgrounds. The next component is empowering.
To empower you must encourage members to indulge, actively participate, and be
engaged in a group. A leader expects maximum success from their group and
achieves this through self-empowerment. Another component is being ethical.
Leadership is driving by values and moral of an individual, thus decisions made
and events that transpire often follow that person’s code of ethics. Standards of the
group can be set up which creates good moral boundaries. A big part of this
approach is leading by example and showing others how you would like them to
act. Relational leadership is also purposeful. This means that a group needs to have
a commitment to a goal or activity they want to achieve. A leader is used to resolve
differences among members and guide a group to finding a common vision. This
improves the dynamic of the group and may enhance others in some way. The last
component of relational leadership is being process-oriented. This part refers to how
individuals may go about coming together to form a group and achieve its main
purpose. This includes the involvement of each group member and how they use
their own strengths to inspire a decision. The last portion of relationship leadership
is the three basic principles that go along with it. The first principle is knowing. This
means that you know and understand your own strengths and values. You also are
aware how to create change, and how people’s opinions may differ from yours. The
next is being. This principle is used to keep one ethical, open to new ideas, and
understanding how other strengths may differ from yours, but use it to balance each
other. The last principle is doing. This is where you act in responsible ways in a
consistent pattern.
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College
Students What Want to Make A Difference. San Francisco: Jossey-Bass. (68-72).
See evidence # 10
42. Student will describe personal application HDF 190 D.R.I.V.E. I am part of an organization here on campus called D.R.I.V.E. Our main event we
of the above theory (Komives et al) COM 100 put on every year is the multicultural overnight program. As a multicultural
organization we are completely aware that people’s opinions, beliefs, and
backgrounds are very diverse and should be respected. When planning for this
event we keep in mind the purpose, which is to allow prospective student’s whole
to identify as multicultural to have the opportunity to stay a night at URI to see if it
is for them. It is very important that we are inclusive not only to future students but
to those who want to join the club as well. We allow all kinds of people into our club
no matter race, religion, sexuality, or gender. We have to remain ethical because
when we are planning events, we have to make sure they are appropriate and that a
multitude of people can enjoy them. We empower each other by encouraging
diversity and making sure everyone’s opinions are heard and considered. The older
members still listen to what the new members have to say. Overall our group is very
process oriented. We have a lot of fun and build connections with each other, but we
are also very focused on making our event the most success and fun it can be. I love
building and strengthening current relationships which is why relator is one of my
top strengths. I use this a lot in this club to build connections with fellow members
and be able to accomplish more. I also use appreciation of beauty and excellence
during meetings because I really take the time to listen to everyone’s opinions and
see the value in what they said.
See evidence # 11

43. Student will show knowledge of the HDF 190 PowerPoint in class In HDF190 we learn about the concept of constructivism. Constructivism is a theory
concept of constructivism about how people learn. People are thought to form their own knowledge and
understanding through different personal experiences and reflecting off of them.
When our learning has the opportunity to expand, we deal with the information in
terms of what we already know, our own beliefs, and past experiences. This new
knowledge could impact what we previously believed, or it could be irrelevant to
us. In order to expand our knowledge, we have to explore, research, ask as many
questions as possible, and constantly re-assess what we already know. Ultimately,
the idea is that we are the creators of our own knowledge in this concept.
See evidence # 12
44. Students will describe personal examples EDC 102H Marjory Stoneman Douglas My thoughts and opinions are constantly changing. Growing up I feel that I always
of implementing constructivism HS shooting took on the political opinions of my parent’s because I didn’t have much knowledge
in the areas of policy and economics. After hearing about the school shooting at
Marjory Stoneman Douglas High School I was horrified. I decided to do some
research on school shootings, the NRA, and the government in general. I learned a
lot on my own and looked at different sides and opinions of the gun reform debate
that is happening across the nation. Before this I never really cared much or had a
solid opinion. Doing my own research and listening to both sides helped me to form
my own feelings and thoughts on this matter. One of my strengths is being a learner
so I feel that I really used that during this whole matter. I was constantly reading
articles, Facebook posts, and other media outlets to help me figure out what it was
that I believed.
See evidence # 13
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 Seven C’s for change and In HDF 414, I learned a lot about the social change model for leadership
“Social Change Model of Leadership HDF 414 class PowerPoint development. There are seven c's involved in this model. The first is citizenship,
Development” by Astin et al
which falls under community values. This calls for members of the cause to view
themselves as a part of a larger group. The next three fall under group values.
Collaboration includes working together which sharing responsibility, control, and
accountability in achieving a shared goal. The group must capitalize on the multiple
perspectives and talents to create solutions and put forth action. The next is common
purpose which is when the group must have collective values and visions on the
process as well as the outcome. The next is controversy with civility. This is the
acknowledgment that disagreements are inevitable. This also allows for thoughtful
and considered difference of opinions to be heard. The last three c’s are under that
category of individual values. Consciousness of self refers to the awareness of
personal beliefs, values, ideas, and emotions while also having mindfulness.
Congruence refers to making your actions fit what you have stated. This is about
practicing what you preach. The last one is commitment which is demonstrated by
significant involvement, investment of time, and emotional passing. It also refers to
following through with something.
Astin, Helen S. and Alexander W. Astin. A Social Change Model of Leadership
Development Guidebook Version III. The National Clearinghouse of Leadership
Programs, 1996
See evidence # 14
48. Student will describe personal application HDF 190 Class activity During my HDF190 class we did an activity that reflected the social change model.
of the above theory (Astin et al) HDF 414 Three hula hoops were placed on the ground and we had to keep one foot inside the
hoop if we weren’t moving. Each group was given 3 dots that had one of the seven
c’s listed on them. We had to use the dots to cross the floor, but one person had to be
touching the dots at all times, if someone wasn’t touching the dot, we got it taken
away for us and the group had to answer a question in order to retrieve the dot. The
main goal was to visit all of the hula hoops and make it back to our original groups.
During the game little curve balls were thrown in and some people were
blindfolded, and we had opportunities to get extra dots. This activity helped us to
utilize the seven c’s in many ways. We used citizenship by realizing that in order for
the goal to be achieved we all were important and needed to be an active member.
We used collaboration by working as a class instead of in our individual groups and
sharing ideas. We had a common purpose because we were working to complete the
task within the time slot we were given. We demonstrated controversy with civility
because sometimes each group had conflicting ideas and we had to use parts from
both ideas. We demonstrated consciousness of self by voicing our concerns. One
time the dot was too far from the hula hoop for me to step onto it, so I told my
group and we came up with a new plan for me to get across while accommodating
for me. We used congruence by making sure we were all being true to what we had
said. One girl had said that those blind folded needed to have someone to guide
them through it, so she volunteered to help someone who was blindfolded. We all
were committed and putting in as much effort as we can. Even if we weren’t doing
anything, we were all helping each other and getting as involved as possible. This
activity helped me to really understand the social change model as I saw it used in
person during this activity.
In HDF414 we were assigned a social change project. As explained above there are
many components of the social change model that I utilized in my social change
project. To start, when I picked the target group, I wanted to advocate for I was
demonstrating citizenship. By acknowledging there was a problem I was seeing
myself as a part of a larger whole. I collaborated by working with my main contacts
in figuring out the best way to help my target group. These people had worked
hands on in the field and therefor knew what resources was needed and the best
way to implement them. We worked together, shared responsibility, and authority
to achieve a common goal. We both wanted to help as much as we could and used
the different talents and perspectives of each other. We also demonstrated having a
common purpose because we shared values and a vision for how we could really
create change. I demonstrated consciousness of self when I was interviewing my
contacts. I made sure to know how my words would be taken and how they could

have an effect, so I made sure to use respectful language. I used commitment
throughout the whole project. No matter how difficult it was at times to create a
problem that would benefit many I always kept in mind my goal of creating change.
I demonstrated significant involvement, investment of time, and I followed through
on my project. I completed the semester long assignment and worked hard at it
consistently. My ability to finish showed my true commitment to what I was doing. I
was able to experience the social change model at work through my own project.
See evidence # 27
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)
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of HDF 414 Cycle of Socialization PDF In HDF 414 we learned about the cycle of socialization. Bobbie Harro came up with this particular
the “Cycles of Socialization” (Harro) model in 2000. It starts with the beginning where our socialization begins before we are even brought
theory and its uses in leadership into the world. There are certain identities ascribed to us at birth with no say of our own. This first step
in socialization is beyond our control. There are dominants and norms built into society and those born
into the “target groups” are considered unlucky. The first arrow refers to first socialization. W=Once we
are born, we begin by socializing with the people we love and trust most. This shapes our self-concept
and self-perception as well as our roles. If our parents are racist, then we are more likely to be racist.
We don’t initially question the way we are socialized at this early stage. No matter the content being
taught, we have already been exposed to a strong set of rules, roles, and moral code. The first circle in
the model is for institutional and cultural socialization. This is when we go beyond our homes and
socialize in larger settings. This can be at a school, join sports, go to church, go to a business. Some of
the socialization done in this stage may contradict what is being learned at home. For instance, if you
are taught that two men shouldn’t be married but your favorite local coffee shop is run by two gay men
it goes against your previous socialization. The next arrow is for enforcements. This basically talks
about the injustice of societal “norms”. People who goes against these norms are outcasts or may have
different consequences. Men who stay at home with their children or become nurses or are emotional
are called sissies or get picked on for being dominated by their spouses. The third circle is the result of
all of these socializations. It is how stereotypes can be reinforced or created and how internalized
oppression can come about. Lastly there is the actions arrow which is how decisions are gone about. It
is how people have experienced this cycle and choose to move forward from it. Those oppressed by
law may fight congress, those who have been oppressed small scale might complain to a local
business or police station. Change and hope always find their way to the surface. There is a core at the
center of the cycle which represent fear ignorance and confusion.
Harro, B (2000). The Cycle of Socialization
See evidence # 28
72. Students will demonstrate personal HDF 414 Church I have watched the cycle of socialization in my own life. Growing up in the Catholic church I was always
application of the “Cycles of told that being gay is wrong. I grew up never questioning that statement. I also had a religious boss
Socialization” (Harro) who would preach the same propaganda. I was stuck in the first arrow and circle. When my older
brother came out sophomore year it was a shock to me. I did not personally feel any hate or disgust
towards gay people, but I also had never questioned what I had been taught for the first 13 years of my
life. My family and I demonstrated being socialized as we were taught on a personal level the everyday
struggles my brother had to face. The media constantly glorifies homophobia but calling things gay and
using the word “fag” in their lyrics. It was so clear how often the LGBTQ+ community is targeted based
on untrue stereotypes and hateful people. We were able to see our ignorance on the way we lived
before. Through this cycle of socialization my parents and I came out of the cycle with new perspective
and a passion to create change. My dad now has started a group within our church that preaches
about the importance of including the LGBTQ+ community within our religion.
See evidence # 29

73. Student will demonstrate knowledge of HDF 414 Cycle of Liberation PDF/ Handout In HDF 414, Robert Vincent presented on the Cycle of Liberation. The cycle of liberation is a model
the “Cycles of Liberation” (Harro) theory that combines theory, analysis, as well as practical experience. It describes a cyclical process that
and its uses in leadership occurs in most successful social change efforts. There is no specific beginning or end point in this
model, however, it can be predictable on all levels. Those levels being intrapersonal, interpersonal, and
systematic. To begin, we have the waking up phase. This can happen when a person begins to
experience something differently from the past. Ultimately this is a critical incident that creates
cognitive dissonance. Next is the getting ready stage. This includes consciously dismantling and
building aspects of ourselves and our worldviews based on our new perspectives. We tend to pay
attention to and inventory thoughts, language, and actions to see if they are consistent with our newly
recognized beliefs. We develop and gain more introspection. Our lives become for consistent for what
we believe, how we want to live, and the way in which we actually do so. We move towards gaining
authenticity. After we have gotten ready, we begin reaching out. This is the time in which we move
away from ourselves towards other. We want to begin seeking out experience and gain exposure onto
our beliefs. We may start speaking out against injustices and creating a stance for ourselves. We may
even start exploring and experimenting to gain more knowledge. This leads into building a community.
We begin to truly work with other people. This can happen in two ways. We can either work with those
like us in order to gain more support and firsthand experience and opinions. Another community we
build is with those different from us to build coalitions, question structures, rules, and roles. Once we
have our communities, we are able to start organizing plans and goals for our actions. This is the
coalescing stage, in which people lobby, fundraise, educate, and create a system for how to go about
creating a certain change. It is important in this stage to transform all anger and move it into a drive for
action. This transitions us to the creating change portion of the model. During this phase, the very
essence of the system is transformed, and nothing can remain the same after the transformation is
completed. We can create a new culture that reflects our coalition’s collective identity be it new
assumptions, structures, roles, or rules. Lastly is the maintaining phase. This is how we can ensure our
change has truly stuck. We start to model authenticity, integrity, and wholeness. We also make sure to
take care of ourselves as well as others. The final portion of the model is the core. These are the
qualities or states of beings that structure the model. Libertation is finding a balance with our personal
lives and the agendas of our social change. This core connects us to all that we may do in this cycle.
See evidence # 30
74. Student will demonstrate personal HDF 414 Social Change Project I have experienced this very cycle in my own personal life. I have worked previously in an inner city,
application of the “Cycles of Liberation” preschool classroom. When I saw all the injustices they faced, how they were fed an unfair advantage
(Harro) by society just based on their socioeconomic class, it made me wake up to their oppression. That was
the first time I had experienced those sorts of inequalities in education. Once I got to URI, I had to take
a practicum placement to fulfill a requirement for my degree. I was again placed in an inner-city school
in a 5th grade classroom. This was when I truly understand how bad the injustices were. I had seen
firsthand how the lack of attention and access of materials as a preschooler, had affected these
children’s education all the way up to the 5th grade. With this social change project, we were assigned
in HDF 414, I was able to go through the cycles of liberations in order to create a concept for my
project. I was in the waking up and getting ready stage when I was going through those experiences
and was assigned the project. My immediate thought was to how I could create a system to help those
students succeed that had fallen behind in their schooling. The reaching out stage was achieved when.
I had to interview my contacts assigned with the project. By talking with the professionals who had
more knowledge on the concept and the issue I was address, I was also beginning to build a
community. The rest of my project puts me in the coalescing stage of the cycle as the assignment is to
create a plan of action. I have set aside my goals on how to move forward with my program I have
created. If the project were real and I was to move forward with it and implement it, I would then be
creating change. This project has taken me through the cycle of liberation.
See evidence # 31

the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Hagen-Smith; Rowe, Bennett & Atkinson;
Feldman & Gallegos; Kim; Horse; Ren
etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belinsky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of HDF 414 Handout In HDF 414, we learned about McIntosh’s theory of privilege. This theory argues how a white
McIntosh’s theory of privilege and its perspective of racism is conditioned by something putting others at a disadvantage, and not a white
relationship to leadership person as an advantage. She believed that white privilege and racism go hand in hand and that neither
can truly go away without the other one’s annihilation as well. She doesn’t believe that racism is just an
individual act of hate or brutality, but in the invisible systems that have conferred dominance for years.
Privilege is hard because it is hard to get rid of. There are some assumptions that go along with this
theory of white privilege. Just to name some there are, I can be pretty sure that my neighbors in such a
location will be neutral or pleasant towards me, I am never asked to speak for the people of my racial
group; and another being, I can be sure that if I need legal or medical help, my race will not work
against me. These are some factors if life that are very important to realize not everyone faces. Being a
leader is about what you do with that privilege in your work. For example, McIntosh used the privilege
of her skin color to speak out against racism and try to raise awareness to the terrible system that has
been underlying for years. When being a leader, it is important that you use the privilege to your
advantage to create good and not continue to abuse that invisible system. The problem is recognizing
that the issue isn’t about someone obtaining privilege, it’s about what they do with it in their role. This is
where some leaders have failed in the past and why this theory is so important to utilize when obtaining
leadership roles and opportunities.
See evidence # 32

84. Student will demonstrate personal HDF 414 D.R.I.V.E. I am a member of an organization called D.R.I.V.E. here on campus. This stands for diversifying,
application of McIntosh’s theory recruiting, volunteering, inspiring, and educating. We are a group who advocates for and brings
awareness to diversity here on campus. Our mission is to create a safe space for diverse students and
to educate on topics such as racial inequality, LGBTQ+ rights, as well as opportunities for students with
a disability. The majority of the people on the executive board for this organization, including myself,
are white. We also are run by admissions, so we get full funding. We use our privilege of having money
and accessibility to implement programs for the diverse community. One of our main events is the
multicultural overnight program. This targets out of state students who self-identify as diverse and allow
them to come get the college experience for a night. Those students get to eat in a dining hall, play
games around campus, attend a mock class, interact with current students, and sleep in a resident’s
hall. We also have a program for in state students that also are diverse call Like A Ram. These
opportunities help bring diversity to our campus and build a community to those who need it most. We
use our privilege and blessings to help and inspire others.
See evidence # 33
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 HDF 414 Leadership Campaign When it comes to creating change, strong leadership is absolutely necessary. In HDF 414, we learned
leadership as it relates to change agency Social Change Agent Handout about social change agents, what they do, and how they are most effective. They must have three
main qualities in order to be successful. They must have knowledge of the environmental, economic,
and social issues related to sustainability. They also must have a value system and self-concept to
support and under gird the actions of a change agent. They also must obtain the skills to be a change
agent. Change agents have a key quality which is to be empathetic. I can utilize my values of gratitude
and kindness to act on that quality. To be empathetic is to understand and share the feelings of
another. I feel that you have to have gratitude in order to be empathetic. Gratitude is the same as
showing appreciation. When you appreciate someone for what they are going through you will be more
open to understanding why they feel the way they do. Kindness is also necessary to be able to clear
your mind and heart of any kind of prejudice or judgement. Another aspect of being a change agent is
being able to mediate and resolve conflict. This goes right along with my strength of being restorative.
This strength allows me to be energized by any problems that cross my path. I like the challenge of
going outside of my comfort zone to find solutions and answers. I can use this strength as a social
change agent to not let anything become a barrier for what I am trying to accomplish. This is how
effective leadership relates to change agency.
See evidence # 34
88. Student will describe personal examples HDF 414 Social Change Project Being a change agent means you are passionate. I have certainly brought this quality to my project as I
of being a change agent EDC 250 was research on my field of study which is education. By choosing a topic I feel very passionate about I
am setting myself up for success. When you care more about something you will take it more seriously
so since I was to be a teacher one day, this project was very important to me in making sure I could
actually instill change with my ideas. Change agents are also very resilient. My idea for my change
project has had to be adjusted multiple times based on resources, knowledge, reality, etc. Even though
it is frustrating that I can’t do the change my exact way, it is necessary for me to bounce back and
continue with my path of focus. It is when I do that when I realize this whole project design is for the
target group and not myself. You have to be resilient in order to facilitate change. Change agents are
able to effectively collaborate, network, and develop alliances. I have done so by networking with
professionals who are dealing with my topic of interest and hearing out their ideas. I am able to use
their own experiences to create a system that will reverse that faults they have told me. They also have
courage. I have not backed down from this project no matter what obstacles have been thrown my
way. I was able to stand my ground in order to continue working hard to make the changes I envision.
These are all examples of how my actions have aligned with what it means to be a social change
agent.
See evidence # 35
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Multicultural Overnight Program As a leader I feel that it is important to use inclusive language when talking to others, especially
inclusive leadership HDF 414 strangers. It is necessary to make everyone feel as comfortable as possible during a conversation and
remember that you don’t know everyone’s story. In order to lead as effectively as possible, I try to
always be mindful of the words I am using and how they can affect the crowd I am talking to or with.
Last spring, I helped to run the multicultural overnight program. During that event I had to speak to
many prospective students that identified as diverse and came from all different backgrounds. In order
to be an inclusive leader I tried to eliminate certain non-inclusive words from my vocabulary. For
example, instead of addressing the crowd as “you guys”, I would instead use “you all” or “everybody”. I
also would refer to people with the noun first. Instead of saying “colored person” to be more inclusive
you would say “person of color” or instead of “disabled person” you use “person with a disability”.
Something as simple as exchanging these words can make all the difference. It allows everyone to feel
secure with you and invites a more inclusive conversation. Every day I try my hardest to be mindful of
the language I am using in order to be the most efficient leader possible.
See evidence # 16
Outcome Category: Critical Thinking

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

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 Leadership retreat At the day of discovery leadership retreat we learned about different active listening techniques. There
active listening techniques are 5 main techniques of active listening. The first is encouraging. The goal of this skill is to project
interest and encouraging the person to continue talking. To do this well you have to be non-committal,
you don’t necessarily agree or disagree, and you use a positive tone of voice. The next technique is
restating the basic ideas. This method shows you understand while checking your meaning and
interpretation with other’s. To do this you restate the speaker’s basic ideas and place emphasis on
facts. The next technique is reflecting feelings. This method demonstrates that you are listening as well
as understanding how the person feels. You may also help the person temper and evaluate their
feelings. To do this effectively you have to reflect the person’s feelings by using short replies that are
not flip or opposite. Clarifying is the next technique. This helps you obtain additional facts and helps a
person explore all sides of a problem. You may do this by asking specific questions that are not guided
but used for your own understanding. Summarizing is the last technique of active listening. In this
method you draw ideas together and create a basis for continued discussion. This way the major ideas
are restated, reflected, and summarized which opens up the door for further conversation.
Penn State University’s Center for Conflict Management Mediation Handbook Training (1990).
See evidence # 17
110. Student will describe examples of using HDF 190 Group therapy In high school I attended a group therapy session once a week that dealt with different mental illnesses
active listening skills such as manic depression, anxiety, borderline personality disorder, and bipolar disorder. During this
time, it was very important to be an active listener for whoever was speaking. Encouraging was a big
portion of the active listening we would do during session. It was hard for a lot of people to open up and
be honest, so it was important to show interest and help encourage them to continue speaking. Since
each person gets their own time to talk it was necessary that we never cut them off or made it about
ourselves by agreeing or disagreeing. The counselor in charge of the session would often use clarifying
as his main active listening technique. To help us explore multiple perspectives of a problem she would
ask us questions to get us to think. She would also ask questions by rephrasing something we had said
to make sure she completely understood what we were feeling, an event we had gone through, or
something we were thinking about. This reminds me of what we learned in HDF190 because I never
knew there were multiple active listening techniques, and everyone has their own one that they use
often. After learning the different techniques, I was able to look back on my experience and see which
one we used.
See evidence # 18
functions of group communication by
Horikawa
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to

maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
framing based on psychology and its use in
group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
133. Student will describe personal examples of HDF 190 Tuckman’s stages In HDF190 we learned about Tuckman’s stages of group development. There are 5 stages in this
group development in use model. The first stage is forming. This is when a group first comes together, and individuals aren’t sure
(Tuckman/Tuckman & Jensen, Bennis or what their task is yet. There’s no trust or familiarity within the group so people are not yet committed to
others). it yet. The team gets to know each other and establish ground rules. The second stage is storming.
This is when roles and responsibilities are made, and the main agenda is set. Everyone is trying out
new ideas and people set boundaries. Problem solving hasn’t been mastered yet and people push for
power and position. People have slightly more communication, but everyone still views themselves as
individuals rather than members of a group. The next stage is norming. This is when the success
begins to occur. The team has all the resources they need for completing the task and appreciation
and trust has been built. The group’s purpose is well defined, and everyone is more motivated. The
group will gain commitment from each member on their direction and goals during this stage. Everyone
finally feels part of the team and accept other’s viewpoints. The fourth stage is performing. During this
stage team members feel fully motivated by each other. The operation goes smooth and efficiently.
Everyone has high pride in the team because there is openness and support. Everyone has trust in
each other’s abilities. This stage will have the highest team performance. There is much flexibility and
hierarchy are of little importance. The final stage in this model is adjourning. This stage is when the
group will reflect on their time and discuss what went well and what could have gone better. This is the
debrief stage of group performance. People recognize each other for their contributions while
celebrating in their success. These are the Tuckman stages of group development.
Tuckman, B. Marval North America Tuckman’s Stages of Development. (1965)
http://salvos.org.au/scribe/sites/2020/files/Resources/Transitions/HANDOUT_-
_Tuckmans_Team_Development_Model.pdf
See evidence # 19
134. Student will show knowledge of group roles HDF 190 F.L.I.T.E. group project During our HDF190 group project, we went through these stages in our own groups. When we first got
and how they contribute to group dynamics together, we were in the forming stage. We didn’t know each other that well and were nervous about
(Johnson & Johnson; Benne & Sheats; how the project was going to go. We didn’t know each other’s strengths yet and we each member
Knowles & Knowles; etc.) would contribute so we came up with a very general idea of what our project was going to be like.
During our first meeting we were then in the storming stage. We had started to establish each person’s
role. I was going to be in charge of making and directing the video project and everyone else each had
a specific paragraph they were going to write. After the first meeting we were finally in the norming
stage of group development. We started to have a lot of fun with each other and got very comfortable
in our roles. We were determined to succeed, and we were much more creative in our ideas. During
this stage we were also more open to hearing everyone’s idea as well. Next, we went through
performing. This is when we attended the event, we had to do our project about. We all got together
and went to a melanoma awareness event. When we were there, we were each focused on getting
what we needed out of it. Those writing the paper focused on the aspects they needed in order to write
successfully. Finally, at us debrief meeting we were in the adjourning phase. We had completed all
aspects of the projects and focused on what we could have done better and recognizing everyone for
their hard work. We reviewed how the project went and finalized everything.
See evidence # 20
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking

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

160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
161. Student will describe personal examples
related to be a peer leader and being led
by peers

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LEADERSHIP

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 7

Leadership Inventory Revised 08/22/2017 10

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 13

Leadership Inventory Revised 08/22/2017 15

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 22

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 25

Leadership Inventory Revised 08/22/2017 26

Leadership Inventory Revised 08/22/2017 28

Leadership Inventory Revised 08/22/2017 29

Leadership Inventory Revised 08/22/2017 30

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