O U T C o M e S

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
Minor in Leadership Studies
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Felicity Smith

Date Enrolled: Fall 2017
Date of Graduation: Spring 2021
Leadership Inventory Revised 8/30/2013 1

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

● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
○ Guidelines
○ Syllabus
○ Mid-term
○ 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 workplace 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
HDF 190: FLITE Only offered in spring for first-year students

Introductory Course or
3 credits HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours &
or a max. of 120 hours of documented internship
Internship Experience through Office of Experiential Learning experience for graded credit
3 credits & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Offered only in the fall with preference given to
Leadership seniors
or
Capstone COM 402: Leadership & Motivation Offered in the spring and summer with Dr.
3 credits or Leatham
BUS 441: Leadership Skills Development
or Offered in the fall and spring with Dr. Cooper

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
1 credit exceptions)
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
COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
option)
COM 422: Communication and Conflict HPR 118: Honors Course in Speech
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of COM 441: Race, Politics and the Media Communications
Business COM 450: Organizational Communication HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 461/462: Managing Cultural Differences in HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals 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
COM 210: Persuasion: The Rhetoric of
Influence GWS 310: Race, Class, Sexuality in Women’s Lives Warfare
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 202: Leadership & Team Building
COM 250: Small Group Communication HDF 190: First‐ Year Leaders Inspired to Excellence (FLITE) MSL 301: Leadership & Management
COM 302: Advanced Public Speaking (introductory course option) PEX 375: Women in Sport ‐ Contemporary
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course Perspectives
COM 322: Gender & Communication
option) PHL 212: Ethics
COM 351: Oral Comm. in Business & the
HDF 291: Rose Butler Browne Program Peer Mentoring PSC 304: Introduction to Public
Professions
COM 361: Intercultural Communication Program Administration
COM 383: Rhetorical Theory HDF 412: Historical, Multi‐ Ethnic, & Alternative Leadership PSC 369: Legislative Process and Public Policy
COM 385: Communication and Social (capstone option) PSC 504: Ethics in Public Administration
Influence HDF 413: Student Organization Leadership Consulting SOC 300/WMS350: Women and Work
HDF 414: Leadership for Activism and Social Change THE 221: Stage Management
HDF 415: FLITE Peer Leadership THE 341: Theater Management

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. URI 101 At work, in my classes In URI 101, we learned about self-discipline and how to be successful
coming into college. Self discipline is about your ability to manage
your impulses for a long enough time to stay focused on what needs
to get done to successfully achieve your goal. In URI 101 we looked at
steps to disciplining yourself. They were; organize your ideas to focus
on what it is you want to accomplish, figure out why you want to
accomplish that goal, get rid of all distractions, prioritize tasks in order
of importance, continually track your progress, and keep yourself
accountable. I recently was offered a new position at a summer camp
in the town of Charlestown as the Leadership Director for the
Counselor in Training (CIT) Program. This job requires me to inspire
brand new counselors into being the best employee for the camp that
they can be. Included in this job, I have to create schedules for each
week that highlight what leadership topics we will be covering. Being
only eighteen years old, I haven’t had much experience making
Student will demonstrate personal, weekly lesson plans. Through the information I have learned in URI
organizational, and academic 101, I now know how I can tackle this major project. First, I will sit
down and organize all of my paperwork to better understand exactly
examples of self-discipline
what is being asked of me as the Leadership Director. Next, I will
motivate myself by considering the positive impact this program will
have on the CIT’s. I will then eliminate all distractions that may detract
myself from the progress of task such as my cell phone and my dog.
After, I will prioritize the components of each lesson plan to help better
organize my work. Throughout all of this I will track my progress to
make sure I am staying on track and will hold myself accountable for
any faults in my work. As this is an example of my personal self-
discipline, I also self-discipline myself when doing homework for
classes, both organizationally and academically. I am currently using
these six steps to self-discipline to organize all of my end of year work
so that I have a plan of what needs to be done every day. I am
extremely satisfied with how well this process has been going because
I not once have I felt stressed this semester. Last semester I made the
mistake of not self-disciplining myself and found myself overwhelmed
and stressed by the end of the semester. This semester I have

actually had more work than last but haven’t felt the extreme stress
that I had last semester because of my self-disciplining techniques.
Finally, I also use these techniques when doing my homework
because I find that it is beneficial to prioritize your work. When I
prioritize, it gives me much more motivation because I feel more
organized and successful during the process. Overall, I feel as though
self-discipline is crucial to success and I am extremely happy that I
was taught the techniques in my URI 101 class. (SEE EVIDENCE #1)
Source: Sicinski, A. (2009). The Complete Guide on How to Develop

Focused Self-Discipline. Retrieved April 21, 2018, from
https://blog.iqmatrix.com/self-discipline#.
3. URI 101 With friends and family In URI 101, we learned about how to manage emotions in order to
avoid conflict when joining new clubs or organizations. I personally
related this to my interactions with friends and family because I have
always been an extremely emotional person so I wanted to learn how I
can better myself when in conflicts with those who I love. In class we
looked at seven tips for managing emotions put out by University of
Colorado Boulder’s Conflict Research Consortium. The first tip they
offer is to recognize and understand both your emotions as well as the
emotions of the person/people you are interacting with. Although
empathy isn’t one of my top strengths, I still resonate with it greatly
because I have always been in tune with the feelings of those around
me so when managing my emotions I have to remember to put myself
into their shoes to see where they are coming from as well. Next, the
University suggests that you try and see where the emotions of both
Student will demonstrate the ability to yourself and the other person are coming from because many times
manage emotions emotions are the reaction of something the other person said so
recognizing that is important when managing emotions. Personally, I
know that most of the times my emotions are stemming from the other
person’s reactions so it is crucial that I remember that the other person
may be feeling the same way. This in it of itself could resolve conflict
immediately. The next tip is something I relate with and use all of the
time because I always express my emotions clearly. The University
suggests that you and the person you are communicating with talk
directly about the feelings that are present so that no
miscommunication takes place. I have always been a firm believer in
this because there is no reason to hide behind feelings. More often
than not, further conflict will present itself as a result. Next, remember
to use “I-messages” as opposed to “you-messages”. For example,
saying “I feel angry because…” rather than “you made me angry
by…”. This is a great technique because it avoids further conflict. In

addition, the University suggests that although you may feel different
about something, you still acknowledge the other person’s emotions
as legitimate instead of viewing them as insignificant. Another tip is to
not react emotionally to an emotional outburst, rather understand and
recognize their outburst through active listening techniques. If it is hard
for you to remain fairly calm during an emotional outburst, it is
suggested that you step out of the room and present yourself again
when you can respectfully further the conversation. Finally, if
managing emotions is still a difficult task, the University recommends
trying meditation techniques or deep breathing exercises to calm
down. Overall, I find all of these tips extremely beneficially especially
since I have a load of emotions all of the time. (SEE EVIDENCE #2)
Source: Managing Strong Emotions. (1998). Retrieved April 21, 2018,

from https://www.colorado.edu/conflict/peace/treatment/angermgt.htm
4. URI 101 Doing homework for classes In URI 101, we took a look at five stress management methods listed
by the American Psychological Association (APA). First was take a
break from the stressor. I remember that when I was overloaded by
work at school, my mood would shift from being an upbeat positive
person to depressed and unhappy with life. This was always
something I struggled with which would make me extremely upset
because when I would hit a low point, it would be extremely hard to
climb back out of it. After learning about these techniques, I now know
how important it is to take a break for yourself. As childish as it may
sound, when I am overwhelmed, I take twenty minutes to color in my
coloring book because it truly allows me to destress and regain myself
which then allows me to be more successful in my work. In addition to
Student will demonstrate knowledge of taking breaks, APA suggests that you exercise because it benefits
your mind as well as your body. Exercising in between work will boost
stress management methods
your energy level significantly making you more successful. To add,
simply smiling and laughing can relieve stress drastically. When
people are stressed, we tend to hold tension in our face through facial
expressions so laughing and smiling can truly relieve much of the
pressure and stress that we are dealing with. In addition, taking time to
talk with friends or loved ones about your feelings is a great way to
relieve stress. I refer to this as “venting” and do this quite often with
my parents and my friends. When I am overwhelmed with school
work, I will turn to my loved ones to vent and release all of my anger
and emotions. This truly helps me because it feels good to go back to
your work knowing people were able to hear you out and listen.
Finally, the American Psychological Association recommends
meditation and mindful prayer as a way to relieve stress. Being

mindful can help people gain new perspectives, develop self-
compassion, and forgiveness which can be extremely beneficial when
stressed out. Overall, I haven’t been stressed over the past few
months due to the fact that I now practice some of these techniques
every day. (SEE EVIDENCE #3)
Source: Five Tips to Help Manage Stress. (2018). Retrieved April 21,
2018, from http://www.apa.org/helpcenter/manage-stress.aspx
5. HIS 178 When studying for exams Last semester in HIS 178, my professor noticed that everyone did
poorly on the first exam so he took a class to show us how to best
prepare for the remaining exams. I found this extremely helpful
because I had all four of my first exams on the same day so I wanted
to know how I could study better for the next set of exams. After going
over study techniques, I used my stress management techniques that
I learned in URI 101 to help me be more successful. First, I made sure
I was taking breaks for myself. I did this through coloring, singing,
doodling, and exercise. I found that exercising was extremely useful
because I felt more energized when I went back to my work. In
addition, I made sure to surround myself with friends and family to
ensure that I was getting my positive energy in for the day. I personally
believe that keeping a positive attitude throughout stressful times is
Student will demonstrate the ability to extremely important because it’s hard to climb out of a negative place
manage stress once you’re there. In addition, I would turn to my friends and family to
vent and release any negative thoughts that I might of been
experiencing. This is beneficial because I personally feel as though
you cannot be successful in your work if negative thoughts are
constantly filling your brain. Finally, I took time to evaluate my feelings
and meditate. I reminded myself that the tough times will pass and that
right now school work is most important. Once I got myself to a
peaceful place, I meditated to release any lingering stress. After
managing my stress, I was successful on all of my remaining exams.
(SEE EVIDENCE #4)
Source: Source: Five Tips to Help Manage Stress. (2018). Retrieved

April 21, 2018, from http://www.apa.org/helpcenter/manage-
stress.aspx
6. COM 100 In my major (elementary education) In COM 100, we learned about ethics in communication and how it
Student will express a personal code relates to being a good leader. We talked about how ethical leadership
plays a major role in the success of major corporations or even in
of leadership / membership ethics
clubs on campus. Ethical leadership is demonstrating appropriate
conduct though interpersonal relationships and the promotion of such

conduct to followers through communication and empowerment. After
learning about ethical leadership and its connection to my future as an
elementary education teacher, I made a personal code of leadership
ethics. It is; as an aspiring elementary education teacher, I must
remain true to my word and my values, abide by the laws, rules, and
regulations of my school, community, and country, remain open to all
walks of life and respect new perspectives, and practice my skills of
emotional management when communicating with others. Kindness,
love, honesty, perspective, and gratitude are at the core of my
personal code of ethical leadership because they are my core values.
They are my foundation, which lend me the fortitude to serve as an
honorable, constructive, and competent leader, family member,
partner, co-worker, and friend, whom others can depend upon. (SEE
EVIDENCE #5)
Source: Walumbwa, F. O., Mayer, D. M., Wang, P., Wang, H.,

Workman, K., & Christensen, A. L. (2011). Linking Ethical Leadership
to Employee Performance: The Roles of Leader-Member Exchange,
Self-Efficacy, and Organizational Identification. 2-32. Retrieved April
21, 2018, from
https://scholarship.sha.cornell.edu/cgi/viewcontent.cgi?referer=https://
www.google.com/&httpsredir=1&article=1762&context=articles.
7. Student will demonstrate practice of

the personal code of ethics
8. HDF190 Every single day, in my major In HDF190 we spent several classes learning and talking about our
(elementary education) VIA values. My top five are kindness, love, honesty, perspective, and
gratitude. In taking this time to understand my values, I have
composed a personal values statement. It is; when going through life, I
will emphasize kindness through equality and inclusion, I will spread
my love and passion to those around me, I will remember to always be
honest with myself as well as those around me, I will go into every day
Student will express a personal values considering a new perspective, and I will continuously be thankful for
statement (Sources = VIA, values all of the blessing life has given me. I know that once I am an
clarification exercises, etc.) elementary school teacher, I will live by this statement everyday. To
be an ethical leader, one must never stray from their values. They
must always hold themselves accountable for their actions in regards
to their values and must understand that they may work with people
whose values contradict those of their own. I will utilize my strengths
of Context, Restorative, Developer, Individualization, and
Responsibility along side my values statement to insure that I am
leading to the best of my ability at all times. In remembering these

aspects of being an ethical leader, I will abide by personal value
statement from this day forward. (SEE EVIDENCE #6)
Source: Your Character Strengths Profile. (2016). Retrieved April 21,

2018, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973.
9. HDF 190 In my major (elementary education) In HDF 190, I was fortunate enough to learn about my VIA values.
Understanding my values has been so beneficial because it allows me
to go about life differently. My personal values statement is; when
going through life, I will emphasize kindness through equality and
inclusion, I will spread my love and passion to those around me, I will
remember to always be honest with myself as well as those around
me, I will go into every day considering a new perspective, and I will
continuously be thankful for all of the blessing life has given me. As an
aspiring elementary education teacher, I know I will be using my
personal values statement every single day. Bringing kindness into
every single day is extremely important because there is no reason to
be mean in any situation. I also believe that creating an equal and
inclusive learning environment for my students is extremely important
because no child should ever be at a disadvantage compared to
another student. Kindness also creates the necessary nurturing and
inclusive environment that elementary students need growing up. In
addition, I will use my love of teaching to convey passion to my
Student will demonstrate practice of students. I want my students to enjoy coming to class everyday
the personal values statement especially since I will most likely be the only teacher they see so I find
that implementing love into my classroom environment is crucial.
Elementary schoolers are like sponges. They want to retain anything
and everything so sharing my knowledge through kindness and love is
something I will stand by as a teacher. To add, I believe that honesty
is critical in building relationships, especially with elementary school
students, because they are still learning by example, and I would
never want my students to learn bad behavior through me. As a
teacher I will make it my goal to educate my students about honesty
and remaining true to themselves no matter what anyone says.
Challenging myself to view ideas from different perspectives is
something I find beneficial because it allows for you to expand your
horizons and learn from your colleagues. Being a teacher requires you
to collaborate with other faculty and staff to better the school and
community so I will use my value of perspective to understand where
others are coming from and always consider the potential of their
ideas. Finally, I will never take any of my blessings for granted and will
implement this mentality into my classroom so my students grow up

grateful for what they have. (SEE EVIDENCE #7)
Source: Source: Your Character Strengths Profile. (2016). Retrieved

April 21, 2018, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973.
10. Student will demonstrate the ability to

lead a project from start to finish
(follow-through)
11. Student will describe goals and

objective statements regarding
personal issues, career issues, and
community issues
12. Student will show evidence of goals

and objectives that were planned and
achieved
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. HDF190 Leadership Institute, at work In HDF190, we spent a few classes focusing on our five strengths
Student will describe StrengthsQuest from the Gallup Test. My top five were context, restorative, developer,
Signature Themes, shadow side of individualization, and responsibility. These all are so fitting to who I am
Strengths and/or weaknesses, and as a person and recently I have realized how prevalent they have
examples of application (Source = been in my life. For the past five years, I have dedicated my summers
Gallup) to being a camp counselor at my local town camp, working with kids
ages five through thirteen. As a camp counselor it is my responsibility

to make sure every child is safe and to make sure all things run
smoothly. Responsibility is a strength I truly relate with because I have
always felt as someone who was more mature than my peers. When
things went wrong or if things got off task, I would be the first to find
our way back to the goal we were trying to reach. My restorative
strength fits in as well because I find that I am at my best when
noticing problems before they occur and when working with others to
see how we as a team can work around them. The two strengths I see
most in myself are developer and individualization. As a developer, I
love to cultivate the potential in others. At Leadership Institute, I loved
being around others and sharing our experiences and growing with
each other. Building relationships is something I do pretty well, and a
key part of that is because I am intrigued by the unique qualities of my
peers. I love getting to know people on a more personal level because
I believe that it not only makes me feel comfortable, but allows for
those around me to feel comfortable opening up. I feel as though by
knowing my strengths I can also utilize and build upon my
weaknesses to strengthen my abilities all around. I loved learning
about my strengths because now I feel confident in knowing how I
work in a group and how I lead others. (SEE EVIDENCE #8)
Source: Your Signature Themes. (2012). 1-4. Retrieved January 30,

2018, from
https://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath
.
18. HDF190 As a coach, working in group projects In HDF 190, we learned about our strengths as leaders and have
considered these strengths with every activity and lesson that we do.
In knowing my strengths, I have really been able to find my true
leading style, and though I have more to learn, I feel more confident in
Student will describe personal being a leader than I was before. I believe that as a leader, I lead with
leadership style and/or personality my heart. I value personal connections in everything I do, whether I’m
style including strengths and just working on a group project or if it’s as a coach. My strengths
weaknesses and examples of individualization and developer really key in on my leadership style
because it is important to me to find the connection between the group
application (Sources = Leadership
as well as motivate people to work to their best potential. As a middle
style inventories, the L.P.I., Type school volleyball coach, I definitely lead with my heart. Although for
Focus (MBTI), LAMP, DISC, and other some coaches, the goal is to win it all, I value the team aspect of the
career inventories, etc.) game more. During practice my goal is to see them improve on one
skill that we worked on as well as see them enjoy themselves and
have fun with their teammates. As someone who has been on multiple
different volleyball teams, some successful some not, I found that the
teams I value most to this day are the ones where we grew to become

a family. I know personally that when I lead in a group I am focused on
building strong relationships as well as reaching the end goal
successfully. A great example of this is when working with a group in
college. In college, it can be hard for some people to work in groups
due to the fact that most of the time we’ve never met each other. As
an individualizer, I enjoy getting to know others right off the bat.
Building relationships quickly can be extremely beneficial because it
allows for my group members to feel comfortable and it breaks away
any awkwardness that may still be there. Making the first conversation
also is helpful for the people who aren’t as outgoing as others may be.
Removing barriers when in a group is one of the ways I like to lead
because I want everyone to feel as though they are on the same level
as well as create a more inclusive environment. Although I may have
many strengths, I also have my weaknesses. These being
communication and focus. I feel as though sometimes I struggle with
good communication skills. For example, I feel as though there are
times where I talk too much and don’t make time to listen to others. I
feel as though I am a good listener but not as often as I should be. I
believe that there are times where I should just sit back and listen
rather than talk and this is something I have been building upon as a
leader. I also believe that I have a hard time focusing on the goal that
is ahead. As a leader I need to be disciplined and I need to
understand that there are times to goof around and times to get the
work done. Finding that balance is something I am working on.
Overall, with my strengths and weaknesses at hand, I believe that I
lead effectively and always lead with my heart. (SEE EVIDENCE #9)
Source: Your Signature Themes. (2012). 1-4. Retrieved January 30,

2018, from
https://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath
.
Outcome Category: Leadership Theories

practice

“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

(Taylor)

“Management by Objectives” theory of
leadership by Drucker

(Drucker)
25. Student will show knowledge of

“Theory X and Theory Y” theory of
leadership by MacGregor

(MacGregor)
27. HDF190 As a camp counselor, in my major In HDF190, we spent a few classes learning about servant leadership.
Servant leadership, “emphasizes increased service to others, a holistic
approach to work, promoting a sense of community, and the sharing of
power in decision making” (Spears, 2005). Servant leadership also
emphasizes the idea of “servant first”. Within servant leadership are
ten components. They are, listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to
people, and building community. These ten components are central to

the development of a good servant leader but this does not mean that
you must possess each component to be a servant leader. To begin,
Student will show knowledge of the when working with others, leaders must remember to take time to
listen to those who they are serving. They must be receptive and
“Servant Leadership” theory of
active listeners to what is being said and not said. Listening also refers
leadership by Greenleaf to staying in tune with your inner self to understand your motives and
keep your values in mind. Empathy refers to the ability to connect with
the people you are serving. As a servant leader, it is important to
understand who you are serving and truly put yourself in their shoes.
Empathy allows you to build a deeper connection with those you are
serving and makes them feel more comfortable. In addition, healing in
servant leadership is the idea that as a servant to your community,
you have the ability to heal those who may have broken spirits. To
help make whole again can be a hard task but servant leaders have
the experience and ability to do so in communities that may need it
more than ever. Awareness refers to the ability to view any situation
from a more integrated standpoint. Being able to learn and grow from
experiences manifests this idea of awareness which allows for one to
understand issues involving ethics and values from a more holistic
position. Another characteristic that servant leaders embody is
persuasion. Within persuasion is the idea that servant leaders are
skilled at bringing consensus within groups. Persuasion is not meant
to be distasteful or disheartening but rather empowering within a
group. In addition to persuasion is conceptualization. This means that
servant leaders have the ability to look past present day activities and
see the bigger picture. They can connect with the people they are
serving through conceptualization because having your eyes set on a
larger goal can be very inspiring and motivational. Similarly, foresight
is the ability a servant leader has that allows them to understand the
lessons of the past, the realities of the present, and the potential
consequence a decision may have in the future. I relate to this
component deeply because of my restorative strength. With my
restorative strength, I can recognize problems before the occur and
come to a solution for that problem quickly. I use both foresight and
restorative as a summer camp counselor because it is my
responsibility to manage problems and act accordingly at all times.
Stewardship is harder to define but can be viewed as conducting or
managing something entrusted in one’s care. In my eyes, I interpret
this as servant leaders managing a service project while keeping the
person they are serving the focus the entire time. One of the last
components is commitment to people. This is my favorite of the ten
components because I believe I relate with it most. As an aspiring
teacher and someone who has always been a “people person”, I find

that keeping a constant commitment to people, whether it be in service
or just within friend groups, is the most important component of my
life. To dedicate yourself to the well-being of others truly shows just
how determined you are to make a different in someone else’s life.
That to me is true servant leadership. Lastly, building community
means bringing together those who you served as one to create a
community in which they can all grow from. It’s important for servant
leaders to recognize this because many times communities that need
help really aren’t communities at all, so it is worth it to build the
foundation for a preexisting or even a new one. Overall, these ten
components all come together to create a servant leader. Whether you
maintain all or one, we all are capable of serving those around us.
(SEE EVIDENCE #10)
Source: Spears, L. C. (2005). The Understanding and Practice of

Servant Leadership. 1-8. Retrieved April 9, 2018, from
https://www.regent.edu/acad/global/publications/sl_proceedings/2005/
spears_practice.pdf.
28. HDF190 As a future teacher In HDF190 we learned about servant leadership and the ten
components that go along with the model. They are, listening, healing,
awareness, empathy, persuasion, conceptualization, foresight,
stewardship, building community, and commitment to people. I relate
all of these components to my major, elementary education, because
every teacher is a servant leader. To begin, teachers need to have
very good listening skills. Teachers tend to be someone that students
feel comfortable turning to so being able to listen actively and take in
all that their students are saying is extremely important. They also
should be able to take criticism and feedback from their students,
Student will describe personal administration, and community to make sure that they are fulfilling the
application of the above theory needs of those around them. In addition, teachers can easily be
considered a healer. Healing is important for teaching because they
(Greenleaf)
often take on the parental role for many students, especially in inner
city schools. Naturally having the desire to take care of their students
is something all teachers should have. Most kids don’t come from
loving homes so it is important to remember to always be there for
them and make sure they are okay. Next, awareness is a crucial
component of being a teacher because they must be aware at all
times and always be on top of things. Whether it’s having classroom
management under control or noticing that a student isn’t having a
good day, all teachers should always be on top of their game. To add,
one of the most important components to me is empathy because I
believe no matter your career or situation in life, it is necessary to

always consider where someone else may be coming from. I
personally have the ability to empathize with people and find that this
allows me to make closer connections with the people I meet. I am
always making sure that those around me are being heard and their
feelings are being taken into consideration and that is definitely
something I will continue to do as a teacher. Persuasion is a
component that I don’t resonate as much with because I feel like there
is a somewhat negative connotation to it. Although, with that being
said, I do feel as though it is necessary as a teacher to positively
persuade your students to do work and succeed through motivation
techniques. In addition, I find that it is important for teachers to have
conceptualization because it allows for them to consider the present
day and future activities and view them as a bigger picture. This
makes for a more organized school year and helps the students learn
better. Similarly, having foresight allows one to understand the past,
consider the present, and recognize the potential consequences a
decision may have in the future. I believe this is extremely important
as a teacher because teachers are responsible for all of their actions
so it is crucial that they always consider any consequences that could
possible occur. To add, stewardship in teaching can be viewed as
keeping the students at the center of your focus and attention at all
times. Making sure that you’re always putting in 110% everyday. I
personally believe that the last two components, building community
and commitment to people, are the two most important and relevant
components of being a teacher. Building community is a major part of
being a teacher because you play a huge role in and out of school. It
is a teacher’s job to make parents feel comfortable with sending their
kids to school each day and also to be knowledgeable of what is going
on in the community that you work for. Finally, commitment to people
is definitely the component I feel relates most with teaching. As a
teacher, you aspire to see your students grow and develop. As a
developer, I see the potential in others and make it my goal to help
them reach their full potential. I know that when I am a teacher one
day, my students will always be my priority and I will use the servant
leadership model to aid me in my work. (SEE EVIDENCE #11)
Source: Spears, L. C. (2005). The Understanding and Practice of

Servant Leadership. 1-8. Retrieved April 9, 2018, from
https://www.regent.edu/acad/global/publications/sl_proceedings/2005/
spears_practice.pdf.

“Principle Centered Leadership”

theory by Covey

(Covey)

“14 Points / TQM” theory of leadership
by Deming

(Deming)

“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin

(Sashkin)

“Individuals in Organizations”
leadership theory by Argyris

(Argyris)
37. HDF190 In school, in theater In HDF190, Robert Vincent taught us about ethical leadership and
how we as leaders must follow our individual values and stay true to
Students will demonstrate knowledge them no matter what the circumstance is. To help one determine how
of the “4 V’s” theory of leadership by internal and external factors combine for the “common good”, Dr. Bill
Grace created the Four V’s Model. The four v’s are values, vision,
Grace (Center for Ethical Leadership)
voice and virtue. Using this model, one must begin by identifying their
core values, to then carry out their vision and voice that vision in an
authentic manner, all while practicing virtuous behaviour. Your values

are what you live by everyday. If you don’t lead through your values,
you are not leading ethically. I use my values everyday, especially in
school. College can be hard for some people to adjust to, but if you
stick true to who you are and what you believe in, making friends and
opening up will come easier than expected. When coming into my
freshman year, sticking to my values allowed me to feel more
confident than before and allowed me to blossom. In addition, though I
have always had many visions, one that I was extremely passionate
about was when I was a senior in high school. As an active member of
my theater department, I was deeply involved in the process of getting
a new stage. The stage that we used for musicals, concerts, and
assemblies was falling apart with each passing day and was becoming
extremely dangerous to use. As a senior, a few of my fellow
classmates and I voiced our opinions about the deteriorating stage
and scheduled a meeting with our superintendent. After giving our
thoughts as well as suggesting ideas for a new stage, the
superintendent got back to us and said that the school committee and
town council approved our idea of rebuilding our auditorium and the
works for this project would begin over the course of the next few
years. By using my voice and staying true to my values, my vision was
able to heard by the superintendent and was even a success. This
could not have happened if it wasn’t for my virtuous behavior when
speaking to the superintendent. (SEE EVIDENCE #12)
Source: Cooper, P. (2014). The Four V's of Ethical Leadership.

Retrieved February 20, 2018, from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-
leadership/
38. HDF190 As an aspiring elementary education In class we completed a worksheet that gave space to fill out our own
teacher Four V’s Model. After completing my VIA values test, I received
kindness as my number one strength and I believe that is extremely
fitting as to who I am as a person. For my entire life I have wanted
only good for the people around me, even strangers. I try my best to
Student will describe personal do at least one random act of kindness at least once a day, whether
application of the above theory that be holding the door for someone, smiling at people who walk by,
or extending a helping hand to someone who may need it. I use
(Grace)
kindness as the way to find my vision, my vision being that I hope to
one day end gun violence in America. With the recent attack in
Parkland, FL, it has come to my attention just how bad the current gun
laws are in the United States. As an education major and someone
who has always thought of school as my happy place, it frightens me
to think that schools are becoming more and more of a target for mass

shootings. It is heartbreaking thinking about all of the lives we have
lost over the past two decades, specifically the last eight years. I
understand that there are so many complicated discussions that go
with ending gun violence, but it is becoming ridiculous to watch more
and more innocent lives be lost and the American government do
nothing about it. Once I am an educator, I will make sure I advocate
for the lives that have been lost and organize petitions in support of
creating stricter gun laws in America. This is an issue that is near to
my heart, so although at times my passion may want to overrun my
values, I will remember to keep kindness in the front of my mind. This
may seem like a big task, but with my knowledge of the Four V’s
Model and understanding to stay true to my values and lead ethically, I
believe I could have great success in the future. (SEE EVIDENCE
#13)
Source: Source: Cooper, P. (2014). The Four V's of Ethical

Leadership. Retrieved February 20, 2018, from
http://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-
leadership/

“Situational Leadership” theory by
Hersey & Blanchard

(Hersey & Blanchard)
41. HDF190 Volleyball team, in my classes, as a In HDF190, we spent a few classes learning about the Relational
coach Leadership Model. This model helps us better understand how we
lead within a group. There are five components to the Relational
Leadership Model. These being; inclusion, empowerment, purposeful,
ethical, and process-oriented. As a leader, it is important to always
Student will show knowledge of the use these components as they will make for better connections with
“Relational Leadership” model by the group or organization you are working with. First, inclusion means
that all members and their ideas are taken into account and not judged
Komives, McMahon & Lucas because of a difference in opinion. It is important to remember that not
everyone will believe in the same thing and that is okay. In addition,
empowering means that each group member is lifting each other up
and reassuring them. Without empowerment, there would be no
support between the group which would make it difficult to instill trust
in your group members. Included in this is the idea of empowering

yourself and never doubting yourself. Purposeful is important because
it means that each member has an individual purpose in completing
the common goal which will motivate them to work together to
complete that goal. The idea of collaboration is related to this
component as well. One of the components I find most meaningful and
impactful when working with a group is ethical because staying true to
your word and acting responsibly when working in a group is crucial.
This allows for a sense of trust within the group and makes for
success. Finally, process-oriented basically brings all of the
components together because it is how a group acts together as well
as how they accomplish the goal they are working towards. Overall,
when using these five components, it is important to remember your
knowing, being, and doing. Knowing relates to your understanding of
your personal values, being pertains to your actual beliefs, and doing
relates to how you follow through with your actions. Leaders who lead
through relationship building or specifically the Relational Leadership
Model often are focused on the group’s well being as well as each
individual’s own success. I feel as though I relate to this because of
my strength individualization. I know that when I work with a group
whether it be on my volleyball team or just in classes I always try to
get to know everyone personally and find how we as a group can work
best together. As a volleyball coach for a local middle school team, I
always make sure I am considering the five components of this model,
and I feel as though so far it has definitely benefited our team as a
whole. (SEE EVIDENCE #14)
Source: Komives, S. R. (2006). The Relational Leadership Model. 3-

114. Retrieved April 21, 2018, from
http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf
42. HDF190 As a volleyball coach In HDF190, we spent time learning about the Relational Leadership
Model. This model has five components, inclusion, ethical, purposeful,
process-oriented, and empowerment. I find myself using these most
as a coach. I have the privilege to coach a local middle school
volleyball team and ever since we learned about this model I have
Student will describe personal made sure to implement these components in my practices and teach
application of the above theory my students about the model as well. When working with fourth and
(Komives et al) fifth graders, I need to show them what being on a team is all about,
and I do so by teaching them about inclusion and empowerment.
Once we can understand what these two words mean, I show them
how we can use them during practice and in games. As a team, we
practice inclusion by making sure no one is being left out and
empowerment by always using words of encouragement and lifting up

a friend when they are down. When thinking about purposeful, I
remember wondering why these fourth and fifth graders were
interested in playing volleyball in the first place. So I asked them just
that. Just about every one of my students said they were interested in
the sport and wanted to spend time with their friends. Not one of them
said they wanted to win games, so I knew that my purpose would be
to orient practice around having fun. Off the bat I explained to the
team what ethical means and we all agreed that it means to never lie
and always be honest with their friends and their coach. I lead ethically
by always sticking true to my values no matter what circumstance.
Finally, process-oriented is how we as a team work together and
complete our goal of working on skills while having fun. Overall, I use
these five components everyday as a coach and although my students
may not know exactly what the Relational Leadership Model is, I feel
as though I have been able to teach my students about what it means
to lead as a team. (SEE EVIDENCE #15)
Source: Source: Komives, S. R. (2006). The Relational Leadership

Model. 3-114. Retrieved April 21, 2018, from
http://www.mu.uri.edu/leadership/pdfs/relationalleadership.pdf

concept of constructivism
44. Students will describe personal

examples of implementing
constructivism
45. Student will demonstrate knowledge of

the Experiential Learning Model
(Kolb)

application of the Experiential
Learning Model (Kolb)

“Social Change Model of Leadership
Development” by Astin et al

application of the above theory (Astin
et al)
49. Students will demonstrate knowledge

of the “Leadership Identity
Development Model” by Komives et al
50. Students will describe personal

application of the above theory.
(Komives et al)

of the Strengths-Development Model
by Hulme et al

application of the above theory (Hulme
et al)

behavior theories of leadership from
Michigan and Ohio State

application of the above theories
(Michigan & Ohio State)

Charismatic leadership


contingency approach to leadership by
Fiedler

(Fiedler)

Path-Goal theory by House

(House)

Leader Member Exchange (LMX)
theory by Dansereau, Graen & Haga;
Graen & Cashman; Graen

(Dansereau, Graen & Haga; Graen &
Cashman; Graen)

Leadership Substitutes Theory


Models of leader emergence
66. Student will describe the impact of

traits on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

(Wheatley)
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

Outcome Target Class Additional Experience Descriptive notes regarding learning and
practice
69. Student will demonstrate how cultural

anthropology / paradigms relate to
leadership

example of using cultural anthropology
/ paradigms as a leader

the “Cycles of Socialization” (Harro)
theory and its uses in leadership
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.)

application of additional social identity
development model(s) above

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.)

effective leadership as it relates to
change agency

examples of being a change agent

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

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. EDC 250 In my major (elementary education) In EDC250, I was placed into a high school in Central Falls Rhode
Island to observe a teacher in a diverse setting. Through this
experience I have seen inclusive leadership first hand which has
allowed me to write a personal code of inclusive leadership that I will
use in my future career as an elementary education teacher. My
personal code of inclusive leadership is; one of the most important
challenges in education is to create and nurture inclusive
environments that support learning for all students, in which I will do
as a future educator. The degree to which students can be well
educated is directly correlated to a system of personnel preparation
that results in a qualified workforce so that every students has highly
Student will create a personal code of skilled and competent teachers and administrators. Within this is the
idea that teachers understand what inclusion means and implements
inclusive leadership
inclusion in their classroom everyday. The No Child Left Behind Act of
2002 (NCLB) is a great example of how the government is making
efforts to give all students, no matter what racial or ethnic background,
an equal opportunity to succeed. In my experience at Central Falls
High School, I have seen many instances of inclusion and
empowerment. I believe empowerment is an important factor of
inclusive leadership because as a leader it is important to always
empower those around you. I also believe that within inclusive
leadership it is important to remember to use the component of the
Servant Leadership Model, empathy, to truly connect with others on a
much deeper level. Overall, I find that all leaders must be inclusive
leaders. No matter what your career or what you are leading, the

inclusion of those around you will make you more credible and more
likeable and will allow for better relationships over all. Personally, in
education, I will use my personal code of inclusive leadership because
there should not be a day that goes by where teachers are not
creating an inclusive environment for their students. (SEE EVIDENCE
#16)
Source: Garrison-Wade, D., Sobel, D., & Fulmer, C. L. (2007).

Inclusive Leadership: Preparing Principles for the Role that Awaits
Them. 19, 117-132. Retrieved April 21, 2018, from
https://files.eric.ed.gov/fulltext/EJ819953.pdf.
Outcome Category: Critical Thinking

practice

principles of critical thinking and
fallacies (logic is used in this minor)
99. Student will demonstrate proficiency of

critical thinking

metaphorical analysis to critically
analyze self and leadership situations

metaphorical analysis to critically
analyze self and leadership situations
102. URI 101 With friends and family, at work In URI 101, we learned about how to make decisions to help us when
entering clubs or groups on campus. We took a look at eight that were
Student will show knowledge of at outlined by the University of Minnesota. They were; the coin toss
method, decision by authority without consultation, decision by
least five decision making methods
authority after consultation, decision by expert, average of group
member opinion, minority decision, majority decision, and consensus.
To begin, the coin toss method is by far the quickest and easiest

decision-making method but tends to be exclusive and can result in
problems because of the uncertainty of it. I personally have used this
method multiple times with my friends and family when deciding
simple things such as where to eat or what movie to watch but this
method tends not to be the best method for major group decisions.
Next is decision by authority without consultation. This method is good
for routine decisions where an opinion is not necessarily needed or for
crisis situations where a decision is needed without much time to
consult, but when used for major decisions within groups, it can cause
resentment within the group and may possibly make other members
have little motivation or commitment to the task. On the other hand,
decision by authority after consultation tends to be a better decision-
making method. When using this method, there is more group
interaction and discussion which can build more motivation since the
members had a say in the decision. But, this method also means that
the authoritative figure may be getting more biased information as
opposed to unbiased information which may not be in the best interest
of the group. The next method we learned about was the decision by
expert method. This method works well when the group may not be as
educated on the issue and need some guidance but this can also
cause conflict within the group because of the lack of say in the final
decision. Average of group member opinion can be harder to
implement because it’s difficult to get an average of something that
isn’t numbers but it can be useful for simple, routine decisions such as
how long to spend at the gym. A decision-making method that tends to
not be very popular is minority decision. This method is beneficial
when delegation to a smaller group is necessary or when the rest of
the group lacks the skills or information necessary to make a decision.
Minority decision on the other hand doesn’t take advantage of the
resources of most group members. Similarly, majority decision does
not take into account every member’s opinion and can leave the
minority upset but it is a good method to use when the majority can
handle implementation without minority involvement. This is seen as a
legitimate method in democracy, especially here in the United States.
Finally, consensus is the last decision-making method we learned
about. Consensus is a great method because it produces a high
quality decision since everyone is being heard equally and is
extremely useful for serious, important, complex decisions that affect a
lot of people. The only downside to this method is that it can take a
great deal of time and energy when in large groups because it
involves getting everyone to sit down and discuss. What I like most
about consensus is the equality aspect of it because other methods
tend to lean one way or the other and don’t incorporate the entire

group. I also like it because it can be used for something as simple as
at work when the group is deciding who’s going to take the first break
of the day. (SEE EVIDENCE #17)
Source: Typical Methods of Group Decision Making. (n.d.). Retrieved

http://www.minneapolismn.gov/www/groups/public/@ncr/documents/w
ebcontent/convert_274389.pdf
103. URI 101 With friends and family, in chorus, in After learning about eight different decision-making methods in URI
class, at work 101, I thought about how I have used each one in my life. Although I
haven’t used decision by an expert or average of group member
opinion, I have used the coin toss method, decision by authority
without consultation, decision by authority after consultation, minority
opinion, majority opinion, and consensus. To begin, I have used the
coin toss method multiple times in my life to decide on something that
isn’t reaching a decision. For example, recently my friend and I were
out and about and couldn’t decide on where to get dinner so we
flipped a coin and when it landed on heads, we decided to go to my
favorite restaurant as opposed to hers. In my senior year of high
school I was the chorus manager so that meant I was responsible of
running class if the teacher was ever out. One day our teacher was
stuck in traffic so I started to run class without discussing things with
my classmates and it felt exactly like the method decision by authority
Student will describe personal without consultation. I didn’t like how it felt to make a decision without
examples of having used five decision hearing from my classmates so I decided to talk to them all about
which songs we wanted to start with by using the method decision by
making methods authority after consultation. I now know that if I am ever in an
authoritative position again, I will not make any decisions without
hearing from the entire group. Next, I’ve been apart of a minority
decision here at school in my COM 100 class when our teacher
decided to do a social experiment to see if the majority of the class
would vote one way or the other. The entire class had to close their
eyes and vote whether we did group work for the rest of the class or
lecture. After both questions were asked, our teacher told us that we
would be lecturing for the rest of class which confused everyone
because we all figured most of the class would want to do group work.
But she had explained that the majority did vote for group work but
she was basing our decision on the minority decision which was to
lecture. Our teacher explained to us that when people of a minority
group are forced to do something they don’t agree with it can be
extremely frustrating, just like how the majority of the class was upset
that we had to sit through lecture for the rest of class. This taught me a

really cool lesson that deciding on something based on only a few
people’s opinion is not always effective and can cause conflict within a
group. At work as a camp counselor, I have been apart of multiple
decisions made based upon the majority. For example, over the
summer, my coworkers and I needed to decide on whether or not to
take the campers to the beach or not. It needed to be quick because
we had to make sure the parents knew to bring bathing suits for the
kids or not so we all took a vote and the majority of us decided that we
would go to the beach. This is a very simple example but majority
decisions are used all the time in government, specifically
democracies. I’ve also used the decision-making method consensus in
HDF190 when my small group was deciding which social change
presentation we should attend. (SEE EVIDENCE #18)
Source: Typical Methods of Group Decision Making. (n.d.). Retrieved

http://www.minneapolismn.gov/www/groups/public/@ncr/documents/w
ebcontent/convert_274389.pdf
104. Student will show knowledge of at

least five problem solving / conflict
management methods, as well as
understanding the roots of conflicts

examples of having used five problem
solving / conflict management
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 Class Additional Experience Descriptive notes regarding learning and
practice

active listening techniques

using active listening skills

functions of group communication by
Hirokawa

application of functions of group
communication (Hirokawa)

techniques regarding giving and
accepting of feedback

giving and accepting feedback.
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)

elements of a Crucial Conversation
and steps to maintain dialogue and
move to action (Patterson, McMillian &
Switzler)

engaging in a Crucial Conversation

facilitation techniques

facilitation techniques

de-briefing techniques

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

application of organizational analysis
using the four frames of organizations,
and breaking the frame / reframing
(Bolman and Deal)

organizing meetings / setting agendas
/ and leading meetings

examples of organizing meetings /
setting agendas / leading meetings

Parliamentary Procedure

techniques for working with difficult
people

examples of using techniques to work
effectively with difficult people
132. HDF190 Leadership Institute, volleyball, in In HDF190, Alison Jackson Frasier taught us Tuckman’s Stages of
classes Group Development. The first stage is forming. In forming, individuals
aren’t clear on what to do yet. In other words, nobody really knows
each other yet so there isn’t much talking going on or any group
chemistry at this point. In addition, because of this lack of group
chemistry, there is no trust within the group yet. Forming tends to be
Student will show knowledge of the the most awkward stage in group development but I remember at the
stages of group development Leadership Institute, every peer leader and coordinator went out of
(Tuckman/Tuckman & Jensen, Bennis their way to make the first group interaction fun and enjoyable. The
or others) second stage is storming. In storming, roles and responsibilities
become articulated but there is still little team spirit. Storming tends to
be a bit chaotic because people are pushing for a position of power.
When captains were being chosen for my high school volleyball team,
we definitely saw the chaos that is storming. Every senior was
determined to gain that position of power, but once the week was over
everything calmed down and things fell into the norming stage.

Norming is known to be the “calm after the storm” because success
begins to occur and appreciation and trust are built. Most groups enjoy
norming because leaders figure out their positions and feedback is
well-received and objective. The next stage is performing. During
performing, team members feel highly motivated and there is high
trust in everyone. The group as a whole feels more confident in each
other and the group mentality has shifted from “I” to “we”. Finally,
adjourning is the final stage in group development. It is the final
assessment and it is when the group recognizes each other for their
contributions. This is my favorite stage when working on group
projects in class because I enjoy being able to celebrate our work as
well as reflect on the relationships we build along the way. (SEE
EVIDENCE #19)
Source: Five Stages of Group Development. (n.d.). Retrieved

February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelop
ment.pdf.
133. HDF190 Leadership Institute, volleyball, I loved learning about the Tuckman’s Stages of Group Development
chorus, theater, in classes because our in class discussion was so interesting and it helped me
better understand the process behind the dredded group projects.
When I think about the first stage, forming, I think about that first day
at the Leadership Institute when everybody was sitting in their
designated groups waiting for someone to give us a hint as to what
exactly we would be doing next. Things felt awkward between the
group and conversation felt forced. Luckily, once the ball got rolling,
those awkward individuals who I felt no connection to, ended up
becoming some of my best friends. On the other hand, I can vividly
Student will describe personal remember my volleyball team, specifically the seniors, go through the
examples of group development in storming stage, and let me add that it was not a pretty sight. During
use (Tuckman/Tuckman & Jensen, tryouts, the coaches informed all of the seniors that there would be a
Bennis or others). team vote on who will be captain. After that short five minute
conversation, my fellow seniors and I did everything it took to prove to
the underclassmen that we were the best fit for the captain position.
This period of storming brought out all of our true colors, maybe in
more bad ways than it did good. But after they announced captains,
the storming stage moved into the norming stage and the gym felt like
all of the tension had been washed away. When the seniors could
finally come together and respect the captain’s position of power, trust
was restored and we started to become a successful team again. An
event where I have experienced the performing stage would definitely
be in chorus. In chorus there never really seems to be an storming or

norming stage because everyone is always open to the we vs. I
mentality. I loved chorus for that exact reason because it never felt like
a competition between anyone, everyone always trusted each other
and were motivated to sing well as a whole. Finally for adjourning, I
can think of many experiences I have had where it is time to celebrate
accomplishments, but the Leadership Institute is one that I constantly
think about due to the friendships we had built in the end. The last
activity we did at Institute was called “Reach Out and Touch” where
our two peer leaders chose a few people to go around and hug
someone based on the statement that was said (i.e. “hug someone if
they made an impact on you at Institute”). When I think of adjourning I
think of which groups have had the biggest impact on me and
although I can think of a ton of different examples, this activity at the
Leadership Institute truly made me realize how far we as a group had
come from that very first day in the Union. The Leadership Institute
only lasted a few days which goes to show how incredible our group
development truly was. As someone who is dominant in relationship
building, I find that I enjoy forming the most because I love getting to
know people, but I also believe that I enjoy adjourning too because I
love to celebrate everyone’s group accomplishments and see how far
we have come together. (SEE EVIDENCE #20)
Source: Five Stages of Group Development. (n.d.). Retrieved

February 20, 2018, from
https://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelop
ment.pdf.
134. Student will show knowledge of group

roles and how they contribute to group
dynamics (Johnson & Johnson; Benne
& Sheats; Knowles & Knowles; etc.)

examples of group roles and how
they contribute to group dynamics
(Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)

effective memberships skills in groups

examples of membership skills in use

Challenge and Support theory by
Sanford, and its relationship to
organizations

examples of 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

planning and conducting interviews
(as the interviewer)

examples of planning and conducting
interviews (as the interviewer)

preparing for and effective answers in
interviews (as the interviewee)

examples of preparing for and being
interviewed

effective collaboration / coalition

building (Sources: Cilente/Komives et
al; NCBI; etc.)

examples of 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

examples related to maintaining
accountability as a leader
152. Student will describe ways to build

relationships between leaders and
members

examples of building relationships with
members as a leader
154. Student will describe how credibility

applies to leadership, as well as the
characteristics and skills of a credible
leader

examples of building, maintaining, and
repairing his/her own credibility as a
leader
156. Student will describe ethical standards

in influence
157. Student will describe influence applies

to leadership
158. Student will describe principles of

effective mentoring, as well as
problems particular to the mentoring
relationship

examples of mentoring and being
mentored
160. Student will describe principles of

effective peer leadership, as well as
problems particular to peer leadership

examples related to being a peer
leader and being led by peers

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LEADERSHIP

Name: Felicity Smith

Leadership Inventory Revised 8/30/2013 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

Minor in Leadership Studies

Leadership Inventory Revised 8/30/2013 3

CORE REQUIREMENTS- 9 Credits

HDF 190: FLITE Only offered in spring for first-year students

Leadership Inventory Revised 8/30/2013 4

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 5

Leadership Inventory Revised 8/30/2013 7

1. Student will demonstrate autonomy

Leadership Inventory Revised 8/30/2013 8

Source: Sicinski, A. (2009). The Complete Guide on How to Develop

Leadership Inventory Revised 8/30/2013 9

Source: Managing Strong Emotions. (1998). Retrieved April 21, 2018,

Leadership Inventory Revised 8/30/2013 10

Source: Source: Five Tips to Help Manage Stress. (2018). Retrieved

Leadership Inventory Revised 8/30/2013 11

Source: Walumbwa, F. O., Mayer, D. M., Wang, P., Wang, H.,

7. Student will demonstrate practice of

Leadership Inventory Revised 8/30/2013 12

Source: Your Character Strengths Profile. (2016). Retrieved April 21,

Leadership Inventory Revised 8/30/2013 13

Source: Source: Your Character Strengths Profile. (2016). Retrieved

10. Student will demonstrate the ability to

11. Student will describe goals and

12. Student will show evidence of goals

13. Student will show knowledge of the

14. Student will show application of

15. Student will show knowledge of the

16. Student will show application of Manz

Leadership Inventory Revised 8/30/2013 14

Source: Your Signature Themes. (2012). 1-4. Retrieved January 30,

Leadership Inventory Revised 8/30/2013 15

Source: Your Signature Themes. (2012). 1-4. Retrieved January 30,

Outcome Category: Leadership Theories

19. Student will show knowledge of the

Leadership Inventory Revised 8/30/2013 16

20. Student will describe personal

21. Student will show knowledge of the

22. Student will describe personal

23. Student will show knowledge of the

24. Student will describe personal

25. Student will show knowledge of

26. Student will describe personal

Leadership Inventory Revised 8/30/2013 17

Leadership Inventory Revised 8/30/2013 18

Source: Spears, L. C. (2005). The Understanding and Practice of

Leadership Inventory Revised 8/30/2013 19

Source: Spears, L. C. (2005). The Understanding and Practice of

29. Student will show knowledge of the

Leadership Inventory Revised 8/30/2013 20

30. Student will describe personal

31. Student will show knowledge of the

32. Student will describe personal

33. Student will show knowledge of the