Inventory-2017-1 2

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

Date Enrolled: September of 2015
Date of Graduation: May 20, 2019
*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 option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
2. Lead Yourself
Time management
Organization
1. Know Yourself
Self care
Lead Others Self discipline
Strengths Perseverance
Weaknesses Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
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
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 414 In HDF 414 we have we have completed the VIA character strengths assessment. My results for my
statement (Sources = VIA, values VIA character strengths were, Judgement , which states thinking things through and examining them
clarification exercises, etc.) from all sides; not jumping to conclusions; being able to change one’s mind in light of evidence;
weighing all evidence fairy. My second was Leadership, which states encouraging a group of which os
a member to get things done and at the same time maintain good relations within the group; organizing
group activities and seeing that they happen. The third one which is Humor, Liking to laugh and tease;
bringing smiles to other people;seeing the light side; making (not necessarily telling) jokes. the last
one being Prudence which states, being careful about one’s choices; not taking undue risks; not
saying or doing things that might later be regretted. these all tie into my personality and character
because I use these strengths almost everyday. Especially without knowing which one I embody
more, i see them getting out into use daily and i'm glad that each one is a part of me because I do see
how they can help me become a social change agent in the future.
9. Student will demonstrate practice of the HDF 414 In HDF 414 the way I practice my personal values statements is by showing my leadership skills
personal values statement within my work ethic , within class time with my social change project and by being patient with myself
and knowing that i will idn an accurate proposal for my choice of study for my project
10 Student will demonstrate the ability to HDF 414 In HDF 414, I demonstrated my abilities to lead a project from start to finish by following the rubic that
lead a project from start to finish (follow- was given to us in class and on sakai as well. From the beginning I made a draft outline of how I
. through) wanted to start my project and how I wanted to narrow my focus so it could become clearer. I also
used an outline similar to mine that we were given to help us all narrow our choice on our social
change project . So it could become easier for us in the future before we have to write/submit it as a
final copy.
11 Student will describe goals and objective HDF 414 I Realized after taking HDF 414 that my goals are to pursue a job that allows me to be a social change
statements regarding personal issues, agent and help many people in their lives with policy making so everyone is treated fairly and not
. career issues, and community issues unjustified. For personal issues I want to work on myself and to improve my qualities as a leader to
become more confident in anything that i am doing and to not feel discouraged. For my career issues,
I want to find a future job that can let me lead many people, help them and not only that but be a safe
haven for many people to rely on in need of help. Lastly, with community issues, I want to see more
communities branch out and help people life.. Some communities don’t focus on the majority and
some mainly focus on the minority. So hopefully I can make a change they're as well.
12 Student will show evidence of goals and HDF 414 In HDF 414 , The goals I achieved were, having more confidence when talking to a group and when
objectives that were planned and planning how to structure my plans and dealing with many issues , such as how to make goals for
. achieved myself, plan things ahead of time and also how to make a list of things that can help me in the future
when i want to know how to use the strengths I know of and how to apply them to real life situations to
without being the classroom setting.
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
.
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 414 My Gallup Assessment results are, Strategic, Individualization,communication,futuristic and
Signature Themes, shadow side of responsibility. They go hand in hand because strategic means that I canealsiy find mean to identify a
. Strengths and/or weaknesses, and problem and be more precise in how I handle it and so on. Individualized menas, People exceptionally
examples of application (Source = Gallup) talented in the Individualization theme are intrigued with the unique qualities of each person. They
have a gift for figuring out how different people can work together productively. For communication is
states, People exceptionally talented in the Communication theme generally find it easy to put their
thoughts into words. They are good conversationalists and presenters. Futuristic states, People
exceptionally talented in the Futuristic theme are inspired by the future and what could be. They
energize others with their visions of the future.Responsibility states, People exceptionally talented in
the Responsibility theme take psychological ownership of what they say they will do. They are
committed to stable values such as honesty and loyalty. For example using all these strengths all at
once would be impossible, but they will all have to be trained into my life at a time to get built stronger,
especially for individualization and responsibility.
18 Student will describe personal leadership HDF 414 After learning my top 5 value strengths I realized that prudence to me fits in a way. Simply because, if
style and/or personality style including it's my personality and how I finish /do many things in life. Also,, how I realize that, I have to still work
. strengths and weaknesses and examples on it and make sure I have the time and not stress so much. For example; I use my
of application (Sources = Leadership style leadership/prudence quality everyday in order to keep myself, grades, future plans or scheduling for
inventories, the L.P.I., Type Focus things in my life and relationships too, It works to help me in my daily activities and to not have me
(MBTI), LAMP, DISC, and other career stressed and feeling out of my element with things so I’m grateful for those qualities of mine.
inventories, etc.)
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)
.
“Servant Leadership” theory of leadership
. by Greenleaf
of the above theory (Greenleaf)
.
“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
the “4 V’s” theory of leadership by Grace
. (Center for Ethical Leadership)
of the above theory (Grace)
.
. “Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
.
“Relational Leadership” model by
. Komives, McMahon & Lucas
of the above theory (Komives et al)
.
concept of constructivism
.
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
of the Experiential Learning Model (Kolb)
.
“Social Change Model of Leadership
. Development” by Astin et al
of the above theory (Astin et al)
.
the “Leadership Identity Development
. Model” by Komives et al
50 Students will describe personal
application of the above theory. (Komives
. et al)
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
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
67 Student will demonstrate knowledge of HDF 414 In the wheatley article it talks about the chaos of who we are all in the world but
Chaos approach to leadership by
. Wheatley
also how we don't try to solely focus on how we are brought up into a world that is
already self established itself, beliefs,and what's important and what not.We have
different identities, myths and cultures. we follow whatever the stigmas are and
forget that we are all human at the end of the day and these lens shouldn't be on
247.
68 Student will describe personal application HDF 414 In the wheatley article, I learned that many of the cycle of socialization models are
of the above theory (Wheatley)
. very true to us. It’s the reason how we view the world and interact with one
another. Not only that but, I realized that I definitely use some of the examples for
lens of Identity which, comes to not knowing what I want to do in life or at the
moment which will then result in how I see the challenges i'm facing, people and the
world . So I really like the theories of how it applies tom my life and many others
who are not aware of it at all ethier.

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 The cycles of socialization help us identify ourselves and how we react to situations that we don't know
the “Cycles of Socialization” (Harro) about and how we frame our minds to our society in general. Without the socialization chart we
theory and its uses in leadership wouldn't be more aware of how our actions trickle down into other emotions such as , ear,
misjudgement, and etc. Harro explains that, .we have different perceived assumptions and they may
limit use in a way if we dont open our minds more to see the real problems/issues in front of us.
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro)
theory and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of
Liberation” (Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial
identity development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky 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 McIntosh’s theory of privilege and
its relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences
and similarities of individual and
institutional oppression and
relationships to leadership (Source =
Three Dimensional Matrix of
Oppression)
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 HDF 414 `The way I will show effective knowledge in leadership as it retains to being a social change agent is by
effective leadership as it relates to being more aware of my surroundings, paying attention to what's going on in the communities that I
change agency want to advocate for and knowing that I will slowly but surely get to my goal of advancing for people
and trying to make the world a better place where many can incorporate the majority and not the
minority.
88. Student will describe personal HDF 414 In HDF I learned that being a social change agent we are the examples or the visions that we want.
examples of being a change agent For example, we want to have more awareness brought about certain issues and find certain ways to
help one another whether that's with dealing with major or minors stuff that people seem to overlook in
society or does not talk about. being a social change agent is almost like being a savior for many
people in need of one. But lastly, being as social change agent you have to know that our target
audience is and how to reach out to them, appeal to them and etc.
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
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
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 A way I can demonstrate proficiency of critical thinking is by, mapping out a plan seeing how to
critical thinking narrow and navigate it to I don’t trip myself up later when it's time to put it to its use. For example, If
I’m planning something I want to strategically think on it and make sure my answer or plan aligns well
and thus can help we with future projects as well. There's so many method out there to help me
critically think and help me solve my problems but this is definitely away to help me too.
100 Student will show knowledge of The way I will show my knowledge of metaphorical analysis to help me in critically analyzing myself
metaphorical analysis to critically analyze and leadership situations is by, using my character strengths such as prudence and responsibility.
. self and leadership situations Those can both come hand in hand when I am planning for a project, paper or daily activities in my
life or fro school. i will also apply it when I am being a social change agent when dealing or helping
others that I want to advocate for as well. When I come up with plans, i plan on using my critical
thinking skills to solve them in a good timely manner.
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
having used five problem solving / conflict
. management

106 Student will demonstrate the ability From our social change project we researched a lot of information having to deal with the ability to
to synthesize multiple knowledge put multiple knowledge and course work as well include it . We did a poster board to demonstrate our
. perspectives (course work), competencies ideas and how they correlate to our communication, diversity, global inclusions and cicv knowledge as
(communication, writing, information well, simply because many of our studies in my group for Diversity and inclusion demonstrated that
literacy or mathematical/statistical skills) with international students and minority students as well.
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 My listening skills improved when I started learning how to not react to something and give a person
active listening techniques time to elaborate on their situation first. I also realize that listening is a skill that we all have to work on
. inorder to really get to the common ground of things we want to know/find out and in HDF 414 I
realized a lot that even in groups we all have to put our listening skills to a higher capacity because
there's so many of us and we all want to join everyone's ideas together accurately.
110 Student will describe examples of using
active listening skills The way I demonstrated knowledge of active listening was when I attended the potluck when e played
. multiple games that we had to have good listening skills and when we attended the program where we
all came together from different HDf141 classes to listen to people stories and not judge them but hear
about their experiences and how they went through them and how they made us feel at that time that
we were judged. I really liked that workshop because it showed me that sometimes when we do a little
less thinking on how to respond to someone we actually listen a little bit better.

functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques HDf 414 In HDF 414, the knowledge that we have all gained from accepting and giving feedback is how to
regarding giving and accepting of feedback critique for another or for your peers in general. Because normally a lot of people dont’ like criticism so
.
, by being able to help someone out and them helping you out on something, it's a bonus.The activity
helped slot because we could all do it in a group and learn from each other as well.
114 Student will describe examples of giving HDF 414 In HDF 414, the way we showed our knowledge of giving and receiving feedback was when we graded
and accepting feedback. each other on our presentations on our social change project,our websites and etc. We all took time to
. evaluate each other and ee if we were meeting the rules or points on the rubric.I like that we did that
kind of activity because it helped us learn to receive criticism and fix our mistakes that one our our
peers was able to see for us and help us out in away. The activity was needed and it did help a lot.
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)
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.)
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 HDF 414 I prepared a lot of questions for my interviewee by using the rubric for the contact cards. I asked
for and effective answers in interviews (as accurate questions to help me with the process of asking her detailed questions on international
. the interviewee) students at URI campus and on diversity and inclusion in general. I wanted my questions to fit best as
possible to my social change project when I emailed it to her and she answered all very accurate to her
knowledge.
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 being a peer leader and being
. led by peers
Appendix: Switched Outcomes

Switched 97- “Student will create a personal code of inclusive leadership “ for 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)”
Switched 27-”Student will show knowledge of the “Servant Leadership” theory of leadership by Greenleaf” for #67- “Student will demonstrate knowledge of Chaos
approach to leadership by Wheatley”
Switched 28”Student will describe personal application of the above theory (Greenleaf)” for #68- “Student will describe personal application of the above theory
(Wheatley)”
Switched 83-” Students will demonstrate knowledge of McIntosh’s theory of privilege and its relationship to leadership” for 109”Student will demonstrate knowledge of
active listening techniques”
Switched 84- “Student will demonstrate personal application of McIntosh’s theory” for #110 “Student will describe examples of using active listening skills”
Switched 47-”Student will show knowledge of the “Social Change Model of Leadership Development” by Astin et al” For #99- “Student will demonstrate proficiency of
critical thinking”
Switched 48-”Student will describe personal application of the above theory (Astin et al)” for #100- “Student will show knowledge of metaphorical analysis to critically
analyze self and leadership situations .”
Switched 72- “”Students will demonstrate personal application of the “Cycles of Socialization” (Harro)” For #113- “Student will show knowledge of techniques
regarding giving and accepting of feedback”
Switched #73- “Student will demonstrate knowledge of the “Cycles of Liberation” (Harro) theory and its uses in leadership” for #114 - “Student will describe examples
of giving and accepting feedback.”
Switched #74- “Student will demonstrate personal application of the “Cycles of Liberation” (Harro)” For #144- “Student will show knowledge of preparing for and
effective answers in interviews (as the interviewee)”

Inventory-2017-1 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inventory-2017-1 2

Uploaded by

Copyright:

Available Formats

LEADERSHIP

Name: Geneva Yancy

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 6

Leadership Inventory Revised 08/22/2017 7

2. Student will demonstrate personal,

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 9

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 13

Outcome Category: Critical Thinking

101 Student will demonstrate proficiency of

Leadership Inventory Revised 08/22/2017 15

Outcome Category: Interpersonal and Organizational Concepts & Skills

111 Student will demonstrate knowledge of

115 Student will show knowledge of the 7D

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 19

Appendix: Switched Outcomes

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 21

You might also like