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DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Santino Famiglietti
Date Enrolled: Fall 2013
Date of Graduation: Spring 2017
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
GENERAL INFORMATION
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Class options
HDF 190: FLITE
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Capstone
3 credits
or
or
Notes
You need to have your own act together before you can lead others:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
Hierarchy of needs
Racial, cultural, gender, sexual orientation,
religious, class, ability, etc. diversity and
commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination
OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Target class
HDF 290
Additional Experiences
Writing an Rhetoric
Production Lab
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HDF 290
Junior Year
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HDF 290
Freshman Year
4.
HDF 290
5.
HDF 290
IsportsWeb Internship
6.
HDF 290
Special Olympics
also suffers from developmental disabilities. As their leader I must ensure that there is no discrimination
based upon demographics or disabilities. I strive to keep an open mind when taking into consideration
the 12 men and women I coach to ensure they all receive equal opportunities.
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HDF 290
For my political science class we were instructed to participate in a mock debate between our class.
The class was divided into democrats and republican as each student was assigned a member of
congress to represent. The democrat and republican parties were then divided into caucuses to narrow
the debate. I was voted as the leader of my caucuses and was required to facilitate teamwork amongst
myself and my two other group members. We started off by selecting current event issues to debate
and over the course of the semester were required to develop timely arguments to present during our
debate. I was responsible for documenting and organizing our progress and placing it into an organized
agenda for the final debate. We finally completed the debate and were given successful feedback for
our research and organization.
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Target class
HDF 290
Additional Experiences
second is rational, legal authority which discusses the patter of rules and the authority to implement
said rules. The final is charismatic authority for the devotion of sanctity, heroism and character of a
person along with the normative rules practiced by the authoritative figure. Weber goes on to break
down bureaucracy into seven components: (a formal hierarchical system, management by rules,
organization by function specialty, up-focused or in-focused mission, purposely impersonal,
employment based on technical qualifications and predispositional growth of staff.
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HDF 290
Taylors theory of Scientific Management describes responsibilities of management and their task of
creating a unified work environment. Taylor has narrowed the theory into 4 principles that are intended
to maximize productivity. The principles are scientific organization of a systematic structure and the
establishment of a management team. It must also be enforced that cohesion must exist between
management and subordinates to maximize productivity. Finally equal division of work and
responsibility, emphasizing equality.
HDF 290
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HDF 290
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HDF 290
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IsportsWeb Internship
HDF 290
According to Greenleaf, Servant Leadership is a persons desire to serve others. Greenleaf describes
10 characteristics servant leaders possess. They are: listening, empathy, healing, awareness,
persuasion, conceptualization and foresight, stewardship, commitment and building a community.
HDF 290
Stephen Covey defines Principle Centered Leadership as the utilization of a leaders core values that
drive their decision making. Covey divided these values into four principles: Security, Wisdom,
Guidance and Power. Covey further narrowed this theory into 8 characteristics each Principle Centered
Leader possesses. They are: continual learning, service-oriented, radiate positive energy, believe in
others, lead balanced lives, see life as an adventure synergistic and exercise self- renewal strategies.
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HDF 290
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HDF 290
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Argyris main claim to the Individuals in Organizations Theory is that both organizations and the
individuals a part of them thrive when the organization is in full support of the individuals. When
thinking of Argyris theory, it is easier understood when thought of as a sports team. If the players know
they have the full support of the organization, they will possess all of the motivation to play to the best
of their ability. If each player is playing to their best, the team will therefore be successful as everyones
potential has been maximized. The individuals in organization theory allows individuals to govern
themselves.
When playing hockey throughout my high school career, I can see where Individuals in Organizations
Theory had been used in my experience. For my first two years on the team we had a head coach who
was not very popular amongst the players. He would often show up late to practice or not at all, once
forgot to get us a bus to a road game and didnt even pay our buy in fee for a New England
Tournament. It was clear to myself and my teammates that our coach wasnt interested in coaching us
and thus had a negative impact on our play. My junior year, we got a new head coach who truly
showed a vested interest in our play. By giving myself and my teammates the support we needed, we
were far more motivated to get out and play. We ended up winning the division championship that year
as we finally ha the motivation and support we needed.
HDF 290
Situational Leadership according to Hersey and Blanchard claims that leaders should change their
style based upon the maturity of level of their subordinates. The theory is broken down into four types
of people, M1, M2, M3 and M4. M1- lack of knowledge and needs to be pushed, M2- might be willing
but lacks skills, M3- ready but not confident and M4- able to work and highly confident. The four
leadership styles one can use when working with these types of people are telling (telling people what
to do), selling (provide information and direction), participating (focus on relationships) and delegating
(passing responsibility on to others).
HDF 290
Komives, McMahon and Lucas describe the Relational Leadership theory as a process of people
unifying to achieve a common goal. They theorists narrow the theory into 5 descriptive elements. This
first, inclusion, is where all participants influence the group with their personal behaviors. The second,
empowerment is when leadership is shared amongst the group where everyone is held equally
responsible. The third, purposefulness is where everyone is equally committed and adds to the group
with their own visions. The first is ethical behaviors here leadership is driven by positive values. The
fifth and final is process orientation where the group must be alert to the possibility that the process
could overshadow the group mission.
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HDF 290
Writing 201
In my writing 201 class we were required to write four papers through out the semester. After writing
each paper, our classmates would edit our drafts and give us feedback to improve our writing. Our
professor would then grade the papers and give us constructivism to build off of in the future. Our final
project for the class was to compile all of our constructive criticism and edit our papers into a final
portfolio. By doing so we were able to build off of our constructive criticism from throughout the year
and improve our writing.
HDF 290
IsportsWeb Internship
I was able to account for experiential learning through my internship with IsportsWeb. With IsportsWeb
I have been granted on inside look at what being a professional sports journalist truly entails. With the
website I have learned how to properly research, site and publish an article that commands a large
audience. This type of hands on experience wouldnt be feasible in a class room setting and can only
be learned through experiential learning. I have identified myself as a hands on learned and therefore
work well through experience and example. Had I not had my internship I would have never been able
to practice the requirements that sports journalism entails and never gained the feedback of
professionals in the field.
HDF 290
Charismatic Leadership is the theory of leadership through personality and personal relationship. In
Charismatic leadership
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HDF 290
Special Olympics
this model, subordinates are more drawn to charismatic leaders in which they can relate to and feel a
sense of comfortability with. Leading through charisma is a personal way to lead as leaders look to
make a direct connection with those they are leading. By doing so, leaders often find success in their
group, as their subordinates look to strive further towards success because they feel as though they
owe it to their leader.
I practice charismatic leadership when I coach Special Olympics. When coaching Special Olympics it is
all about developing relationship and making athletes feel comfortable. By presenting myself in a
charismatic manner that draw athletes towards me, I strengthen my ability to get through to them as a
coach. This allows me to develop personal relationships with each of the participants and establish a
player to coach connection. This connection of personalities then translates to their performance as
they are now looking to make me proud and are willing to go that extra mile for their coach who they
know supports them .
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Additional Experiences
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Additional Experiences
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information as a leader
Student will demonstrate knowledge of
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Target class
Additional Experiences
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HDF 290
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HDF 290
Communications 202
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History 113
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For my history 113 class, much of our grade was accounted through 2 term papers. These papers
covered many topics we learned in class throughout the semester and were designed to be very
informative. At the beginning of the semester our professor divided us up into groups of four. In the
group we were to edit and make revisions to one anothers paper before they were due. We were then
required to submit the revisions we made to a group members paper, the revisions we received from a
group member, our rough draft and a final that has been tailored to the revisions we received. The
entire point of this was to accept feedback given to us by our classmates who were writing the same
paper so we could then implement it into our own writing.
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