Inventory-2017 1

5/1/2019 Inventory-2017 _1_ - Google Docs
LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Kirsten Hauschildt

Date Enrolled:
Date of Graduation:
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the wri en permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1
https://docs.google.com/document/d/1IXkZsEYI1q_oa3l2reG-92Fh5TaYNEYACkdbhiwucpc/edit 1/26
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
● Center for Student Leadership Development Information
● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)

● Tracking Sheet / Advising Updates
● Syllabi of Minor Classes (Core and Electives)
● Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or be er must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:
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 le ers—anything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.
Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,

organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to URI 101 In URI 101, I learned various skills one of which being stress management. Well reading our textbook
manage stress assigned for class one of the chapters was based on stress management. I came into the class
believing that I had good stress management from the get go, however I learned that I had a lot more
to learn.One of the main skills we worked on was keeping a positive attitude. Studies have shown that
staying positive will relieve stress, allow students to focus, and stay motivated on which ever goal
they’re focused on. Other techniques we learned were trying meditation, yoga, and other breathing
activities. This allows students to step away from the situation and ensure that they are still breathing.
The book also mentioned exercising. Wow for some people yoga and meditation are good ways to
manage stress others need more physical activity. Exercising will increase the amount of oxygen going
into your body and increase endorphins to motivate the individuals. Students can also learn time
management. Wow leaving every assignment or project to the last minute because more stress so
learning how to combat what is most important, what needs to be finished first, and starting
assignments early will be good for time management. Individuals should also make sure that they are
getting enough sleep and eating properly. Without proper sleep and nutrition it is harder to live and
manage body functions. The brain cannot function as well and individuals are more likely to get
overwhelmed and have lack of focus. When individuals are able to manage their stress they will have
more time and feel more energized in their work. Some stress is good and can motivate to do better
and accomplish goals. However, too much can increase heart rate and blood pressure and is negative
to their health. I use the skills of breathing techniques, staying active by going to the gym, and keeping
a positive attitude. The last is my main way of stress management. My father once put my stress into
perspective for me. One night as I was crying over some assignment he said, “Will this kill you if you
don’t get your way?” It was then I realized that major stress only distracts you from the goal at hand. If i
failed the assignment I was not going to die, I was not going to fail the class at that point either. But by
not keeping that positive attitude and continuing to work I was only hurting myself and not working on
the assignment.
See Evidence #1
WebMD Stress Management (2019) Retrieved from

https://www.webmd.com/balance/stress-management/stress-management April 22, 2019
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 In HDF 190, we spent the first few weeks learning about our VIA values. My top five values from the
statement (Sources = VIA, values test for love, zest, curiosity, kindness, and humor. While learning about our values we were also able to
clarification exercises, etc.) complete a personal value statement. I will live my life showing love and compassion to us who
surround me, I will approach everything I do with zest and energy; always ready for an adventure, I will
encourage my curious mind by asking questions and continuing to discover the world’s mysteries, I will
be kind to all strangers and friends for I do not know what is going on in their lives, and I will live life
seeing the brighter side of all situations and strive to bring joy to the world.I plan to live by this
statement everyday and to use this statement to ensure I am practicing ethical leadership. To be an
ethical leader one must follow by their values. They should also remain accountable for their actions
and take responsibility for them.
See Evidence #2
Your Character Strengths Profile. (2016). Retrieved March 12, 2019, from
https://www.viacharacter.org/survey/Surveys/Finished/6867973.
9. Student will demonstrate practice of the HDF 190 Chi Omega Sorority, Classes Iin HDF 190 we learned about our VIA values. From that I was able to create my personal value
personal values statement statement that I strive to live every day by. My first part of my statement is to live my life showing love
and compassion to anyone who surrounds me. I use this every day in my sorority. I have a lot of love
for all of my sisters and I ensure that I show them as often as I can. When a sister is feeling down I
give her a motivational speech or a hug, generally I ask the sister what she needs or what she could
benefit from and how I can help. The second aspect is to approach everything I do with zest and
energy; always ready for an adventure. I show this every day in my sorority and in the classroom.
During our new member, I was being educated about the history of Chi Omega and all of its teachings.
This was such an interesting time for me because I love history and I was able to ask all the questions
and learn why this was the right sorority for me to join. In my classes, I’m constantly asking questions
to get a broader knowledge of the subject. My energy grows when the professor has as much zest for
the subject as I do for life. I feel inspired. I encourage my curious mind my asking questions just as I do
with my zest value. My value statement states that I will be kind all strangers and friends Friday not
know what is going on in their lives. Growing up I was taught that everybody’s backstory is different
and that you should never judge or assume about others lives because you have not walked in their
shoes. I still live by this especially as I grew up I would see other people judging me even though they
didn’t know my backstory. I encourage others to show the same aspect of kindness because it is a gift
that is so simple yet so powerful. But being kind to a stranger or a friend you can change their whole
day in one conversation. Finally, my value statement states that I will live life seeing the brighter side of
all situations and strive to bring joy to the world. I use this as my motivator. By keeping an upbeat
attitude and always looking at the brighter side of life, I am able to keep my motivation high. I use this
in my classes especially during finals season. When I think that I might not be able to go on anymore
or assume that I could fail I stop and think about my values statement. It helps to remind me that
whatever problem I’m facing will not be the end of the world. I will grow from it and I will learn lessons
that will help me. Everything in this world can have a brighter side and can teach leaders how to
progress.
Evidence #3
Your Character Strengths Profile. (2016). Retrieved March 12, 2019, 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
.
17 Student will describe StrengthsQuest HDF 190 Family and friends, school, work, in HDF 190, we spent the first few weeks learning about our strengths from the Gallup test. My top
Signature Themes, shadow side of Chi Omega strengths are WOO, adaptability, communication, include, and input. After taking this test we sat
. Strengths and/or weaknesses, and around and discussed in groups how we use our strengths. When I received well as my top strength I
examples of application (Source = Gallup) realize that it was very accurate. Meeting new people and winning them over is one of my absolute
favorite things to do. In college as my father dropped me off I told him, “when you see me next I will
have made all of her friends.“ I’d love to break the ice and make communications with everybody I
know. My friends in other classes sometimes will get annoyed that I’ll talk to strangers but I think it is
one of the most natural things we can do as social creatures. Or use my adaptability when I came to
the University of Rhode Island. I was afraid to be far away from my parents in a brand new place. But I
found myself quickly adjusting and adapting to life at the University. I never saw myself as an
adaptable person before I took this test and sat with my answers reflecting on them. This is when I
realized I wasn’t adaptable person. I tend to always want to go with the flow and live in the now but I
never saw those as being adaptable. Growing up I hated change and I wanted everything to be
studying the same. Every year when I would enter a new grade I would cry on the first day of school,
however this year everything changed. I realized I had no other option but to adapt and I took the
adventure one day at a time. After two days at the university it already felt like home. Are use my
communication skills and everything I do. I believe that all conflicts can be solved by communication
and that the individuals just need to sit down and calmly express their thoughts and opinions in a
respectful manner. I started to learn the scale when I was nearly 5 years old. My parents always tell me
this one story when I wanted to sleep in their bed and they didn’t want me to. They told me that I would
knock off the laundry at the end of the bed and that I had to sleep in my own room. Well lying upstairs I
quickly picked apart their story and realized that I was far too short to make any difference in kicking off
the laundry. I also realized that they could just as easily move the laundry off the bed. I went
downstairs and I told them my side of this bed debate. That was the day they realize that I was going
to win almost every debate from here on. I continue to use this communication skills throughout college
and high school when I have problems with friends and family I always share my side of the story
ensuring that they know I’m not hostile in anyway but that I wish for problems to be resolved. I use my
includer strength by opening up and allowing others in my friend group, to eat lunch with me, or in any
project. In my sorority Chi Omega there are roughly 50 girls in each pledge class. When I was joining I
had doubts about whether I would find a good group of friends or if I would be included. Because of my
winning others over strength I succeeded pretty well and made a fast group of friends. However I saw
plenty of other girls who didn’t have the same good group or were alone in many events. I always
invited them out to dinner or to do homework. I understood how they could be feeling if they were left
out either purposefully or just because they don’t have the skills to go out and talk to strangers as well
as I could. Are use my input strength in most of my classes. I love tomorrow and a lot about everything
and I like to hold all of that information to use at a later date whether it be a test or a project. I also do
the same thing in my relationships. I like to learn as much about people as possible. I’m a very curious
person. So for example I had a position in Chi Omega Where I had for younger members that I had to
mentor and bond with. On the very first day of meeting I asked him so many questions about their
family life, school interests, and just generally about them. Throughout the semester I’ve learned far
more about these ladies I am going to bond with them. As a final farewell I made them individualize
gifts about all of their interests and lives where I had four younger members that I had to mentor and
bond with. On the very first day of meeting I asked him so many questions about their family life,
school interests, and just generally about them. Throughout the semester I’ve learned far more about
these ladies and gotten to bond with them. As a final farewell I made them individualized gifts about all
of their interests and lives. My plan is to present the gifts on our last meeting together.
Evidence #4
Your Signature Themes. (2012). 1-4. Retrieved January 29, 2019,
fromhttps://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath
18 Student will describe personal leadership HDF 190 In HDF 190, I was able to use my skills and values that I learn from the class to benefit my leadership.
style and/or personality style including I was able to create my personal value statement twitch I can live everyday by. Knowing my strengths
. strengths and weaknesses and examples was a great Advantage towards my leadership role in the community. I have been able to find my
of application (Sources = Leadership style authentic leading style as well as being more confident in my leadership roles. One of my main
inventories, the L.P.I., Type Focus strength is wo. I now use this to my advantage in every opportunity I can. Whenever I enter a new
(MBTI), LAMP, DISC, and other career group or Club I make myself known. I introduced myself to the president and the eboard. what I found
inventories, etc.) is that other leaders like confidence. My woo strength definitely gave me the edge up in confidence. On
the first day of being an outing club I did exactly that. I went up to the president and I introduce myself I
said thank you for the great meeting and continued to ask some questions. To this day while I've only
been to two other meetings because of my busy schedule, the president still knows my name and we'll
waive on campus. I was able to create a nice connection that I can use in the future. I've learned to
use my adaptability strength in all of my classes. Earlier this semester I had a very large project in my
political science class. We paired up with groups and halfway through one of my members dropped.
This was a big adjustment that I had to adjust to. My value of zest helped to keep my energy high
during this time of trouble. I told my group this isn't the end and that we just had to keep on going. I led
the group to redesign how we would continue the rest of the project, adjusting to our partner no longer
being able to present or do research. The project is a success and we got an A. I was able to use my
communication skill again the semester. I switch rooms from last semester to this current one and I am
now living in a different building. I moved in with my friend from German class, Maddie. I quickly
realized that I would be a mediator yet again. Maddie and my other roommate Emma did not get along
very well but they both got along well with me. I am a woo after all. Through the semester there would
be little quarrels and I would make sure that I can be there for both of them helping them to slowly
progressed their communication skills. It was not my job to teach them these communication skills. I
was not their mother. However, I thought it would be a good learning experience for them and myself.
Even though the semester is over and they are not friends, they have each increased in their way of
dealing with difficult people and the communication skills have grown slightly. The only aspect I've
been able to see in my include her strength this semester what's through my friend Nick. I became
friends with Nick last semester and I noticed that he didn't have too many friends so the beginning of
the semester I asked my friend group if he could start eating lunch with us. They agreed and soon it
became part of our friend group. I knew there was no reason not to include him and that he would get
along with everybody quite well. Nick is very thankful and has become very close with two of my other
friends in the friend group since. Ever since last semester I've started to think about my leadership
roles and Chi Omega. I've been thinking about running for the elected board position of new member
educator. This position allows us to educate the new members and be there as a mentor and a
support. What is a larger aspect is planning bid day and all of the new member Retreats. Since a few
people in the sorority have told me that they might be voting for me my idea started to flourish. I started
off my Pinterest board very strong with ideas for bid day both cross-referencing them with previous Chi
Omega did days as well as other sororities at the University of Rhode Island. my goal is just to make
this experience as best as possible and now my Pinterest board is huge.
Evidence #5
Your Signature Themes. (2012). 1-4. Retrieved January 29, 2019,
fromhttps://gx.gallup.com/services/pdf?v=pdfGeneration.prince.7.0.binPath
Outcome Category: Leadership Theories
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
“Scientific Management” theory of
. leadership by Taylor
of the above theory (Taylor)
.
“Management by Objectives” theory of
. leadership by Drucker
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 In HDF 190 the Servant Leadership theory was taught. The model shows that to be a servant leader it
“Servant Leadership” theory of starts with the natural want to serve first. Service is not the act of helping others or stepping in to ‘fix’
. leadership by Greenleaf the situation, but instead it is an act of assistance, work done by one that benefits another or another
group. Servant leadership uses the idea of “serving first”. A leader under this model leads or guides,
they inspire others, and they put others needs ahead. There are 10 characteristics of a leaders:
listening, empathy, healing, awareness,persuasion, conceptualization, foresight, stewardship,
commitment to the people, and building community. All of the characteristics can be put into the
servant definition, the leader definition, or a mix of them both. Not every servant leader needs to have
all 10 characteristics but they should each have a mixture of a few. For example, servants have good
listening skills to understand the needs of others. They have empathy to imagine their place and find
better ways to serve. Healing is the last characteristic to serve. Leaders have characteristics of
awareness, persuasion, conceptualization, and foresight. Awareness allows the leader to see the
group or project in all of the little details and are able to tune into them to find the best ways to mend
problems. Persuasion can be used to empower a group to do better. Leaders can use
conceptualization and foresight to look at the past and future and understand what works best for the
group in similar situations. Servant leaders have their own characteristics of stewardship, commitment
to the people, and building community. They are able to truly serve those around them by using their
stewardship. They have some power to make changes in other’s lives and they must use stewardship
to ensure those changes are the best for the individuals and the groups they are serving. Commitment
to the people come in while serving. The main purpose of a servant leader is to serve for the people
first, not for one’s own goals or motives. Finally, servant leaders build their communities. After the
servant leader leaves a community they should see a difference. The community now has grown from
what it was in the beginning. They can build from the group up fixing the faults in the foundation. These
servant leaders build the community and know the only way to change a community is to produce
enough people to make the change.
See evidence #
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center
28 Student will describe personal application In the class hdf 190, we learned about servant leadership. I was able to connect these aspects to my
of the above theory (Greenleaf) major and my future job going into politics. To be a servant leader they need to know that they are not
. going to fix the situation. In politics there is no fixing. You typically work with your community and try to
find the best way to improve it. This is also only with the community's acceptance. I will not be putting
my own thoughts and beliefs above my constituents. The great thing about democracy is that our
politicians really are servant leaders. My constituents will vote on what they feel is best for the
community and then my job will be to talk to them more, communicate, and execute their views. I will
use the characteristic of listening by going to who's staying by hosting events where my constituents
and talk to me about the real problems. My goal is to become a very Hands-On politician like my
previous governor. Maggie Hasson held sit in tea parties every week where any of her constituents
could come have tea and discuss their issues. I plan to be very aware of all the situations going on in
my state or community. I will be keeping up on the news and going two other towns to understand their
point of view. As I discussed I do have high empathy skills. And I will use these do understand the best
Solutions for my community. Being a politician you do show commitment to the people, it's pretty much
the only description of the job. as I said before I won't be using my own thoughts and beliefs but also
working for the people. And finally I wish to build the community. I have seen the large shift from local
communities to larger institutions and I would like to put back my effort towards the smaller
communities. As a local politician I will be ensuring that I'm working with these smaller communities
especially town to town basis.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center
“Principle Centered Leadership” theory
. by Covey
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
of the above theory (Deming)
.

“Visionary Leadership” (now often cited
. as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 190 The 4 V’s theory developed by Bill Grace was taught in HDF 190. The model follows the four V’s virtue,
the “4 V’s” theory of leadership by Grace value, vision, and voice. The model is used to align beliefs with actions to create ethical leaders.
. (Center for Ethical Leadership) Ethical leaders should understand all v’s in their life and in any organization they are apart of.Leaders
must identify their values. Like in VIA value the leader must understand why they do what they do.
What is their motivation, the values pushing them to lead. These values are how you live your
everyday life. All four v’s can connect to each other. Vision and values connect through the service one
does. For an example, I plan to work in local government where I can execute my vision by following
my values of love, zest, and kindness. When vision and voice come together there needs to be politics
or organization in how your vision is implemented. Values and vision come together with renewal or
innovation and this is when leaders constantly rethink their vision and make sure the values match.
Virtue meets with all three because leaders must be ethical and virtuous to act appropriately and do
the right thing.
Evidence #6
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38 Student will describe personal application HDF 190 In HDF 190, We were given a worksheet to fill out our personal values, vision, voice, and virtue. In my
of the above theory (Grace) sheet I wrote that my value is more love, zest, curiosity, kindness, and humor. These values are how I
. lead in any situation. For my vision I wrote that I hope to change the world one action at a time by
influence others to show their love and kindness. I believe that when leaders have a lot of compassion
towards others then they tend to be more understanding and approachable. I applied my love and
kindness value in this vision statement. I saw myself as a leader from a young age. I wanted to
influence others while nurturing them. through my vision statement I was able to create my voice
statement. This reads that I will strive to only speak the truth and never cruel words semicolon I will
encourage others to do the same. This again follows under my kindness value as well as my humor. I
believe that you should live life thinking on the bright side and speak kind words. Growing up we were
all taught the Golden Rule: treat others as you wish to be treated and if you don’t have anything nice to
say then don’t say anything at all. I plan to use this throughout my future in politics. I believe that the
leaders in this world should never take down others instead how to raise everybody up from the
bottom. In the recent decades I have seen so much hatred and cruelty. I don't want to bring up the
future generation in a time where there’s so much negativity. That is why I plan to use my voice to
speak the truth but you never use those cruel words and phrases. For my virtue I wrote Humanity. I
see so much potential in the human kind and I want to serve all of my community and those
communities around me to make a better world.
Evidence #6
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership

“Situational Leadership” theory by
. Hersey & Blanchard
of the above theory (Hersey &
. Blanchard)
41 Student will show knowledge of the HDF 190 In HDF190 I learned the Relational Leadership model developed by Komives, McMahon, and Lucas.
“Relational Leadership” model by The model is the basis that to be a good leader one must have good relationships with other members
. Komives, McMahon & Lucas of the group. The model says that leaders need to feel fel, they need to make connections. There are
three basic principles of the relational leadership model. Leaders must know themselves, how change
occurs, and understand that others are not in your same place and that they will see problems and
situations differently than you do.Just because one’s opinions and views differ from your own does not
mean they are not valid. Leaders also must be ethical, open, and caring. Whenever they act it must be
in socially responsible ways. They must be a participant in a community and they must act
consistently and congruently. The entire remodel is about putting other people first and their views
above your own. The five main components of relational leadership are being inclusive, empowering,
purposeful, ethical, and process oriented. These components are how the leader should know, be, and
act. To be inclusive means that the leader should understand and value all different views and
approaches of the grip. To be empowering is that the leader can except their own ownership and
promotes involvement of everybody. For a leader to be ethical they must be driven by their values.
These are the same values that we learned about through our via values. Finally a leader of relational
leadership should be purposeful. This means that they are committed to their goals that they find ways
to facilitate positive change and that they work hard towards these goals and powering everybody else
to work towards the goals as well.
Evidence #7
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-72).
42 Student will describe personal application Tour Guide The Relational Leadership Model can be used in any organization. As a new tour guide I see the
of the above theory (Komives et al) components constantly in work. Every new tour guide team works together to learn and create the best
. group possible. The head of training, Maria, understands that every new guide is different and respects
that. To make the New Tour Guide Program inclusive, Maria put together our training groups to ensure
each guide would have a trainer with the same learning style so everyone could advance in their
training process. Maria has put together private meetings with each guide as a check up throughout
the semester. She cares about our well being and even though being a tour guide should be one of our
top priorities she, as well as all of the other members of elected board, understand that our mental and
physical health come first. They strive to push for an ethical environment that balances all needs of
members while still pushing everyone to grow as a person and in their fields. Each member believes all
other guides have good ideas and everytime a new tour guide is around campus giving a tour the rest
of the team is there to empower them by giving them a quick thumbs up while passing or even yelling,
“You go Maren! Keep it up! Y’all have the best tour guide ever!” to the tour. The team has such love for
their job and I am so glad to be a part of a team that cares and has zest for their job. Zest is my
favorite of my values because when I see others have a lot of enthusiasm for a cause it generates zest
in myself. The entire team does everything for our purpose: to ensure visitors’ time at the University of
Rhode Island is the best it can be. As the new tour guide trainer, Maria does activities to allow the
group to reflect on the new tour guide process. At the last staff meeting, Maria asked the new tour
guides to speak about their first real tour and how they felt compared to their very first mock tour; the
results were moving. We were able to take a moment to reflect on the new tour guide process and if it
needed to be changed in any way. This aspect was so great to me because of my input strength. I was
able to consider every aspect done while in training and then find the next best move forward. This
was also seen in each of our mock tours. Our trainer would carry a clipboard to test our knowledge of
information and show us how we were in the process. Being a tour guide reinforced aspects of
leadership taught in the model in understandable terms.
Evidence #8
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-72).
43 Student will show knowledge of the HDF 190 In HDF 190 the first theory learned was the Constructivism Theory. The theory explains why students
concept of constructivism become leaders and how they learn. Learning is done by experience and reflection. According to this
. theory, simply doing an action is not enough but one must ask questions and reflect on their learning.
To use the method students should always reassess what they know and be open to change. The
model also took a look at how to make a constructivist classroom versus a traditional classroom. In a
traditional classroom students generally work alone and learn through textbooks or lectures and then
get tested to see how well they understand or have memorized the information. In a constructivist
classroom students are encouraged to keep up discussion in the class, ask questions, and work in
groups or as a whole. Most of the class work is interactive and the students are tested through work of
the student’s as well as some tests.
Evidence #9
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and
learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44 Students will describe personal examples HDF 190 Hdf 190 with my first class that was a true constructivism class. In the constructivism class we focus on
of implementing constructivism asking questions and working in groups I saw this everyday. Whenever the professor Ali would discuss
. a new model we would get into our groups and talk more in depth about what we thought it meant and
how it worked. For an example, in one of our last units, the social change unit, the class was given
examples of social change and asked how much do we think each example was conducting social
change. In this activity we had to move around the room and discuss with her other members and the
class why we thought what we did. This is a great way to have a discussion as a class and work from
the ground-up of having the examples and then discussing if we thought it was social change. We then
later continued to split up into groups and we worked on our next social change project. Our professor
Allie is always interactive and rarely gives lectures. Even when she does give lectures she ensures the
students are asking questions and having discussions.There is always time to reflect after each unit
was finished and plenty of time to discuss at the end of the semester. Every other class I had this
semester with a traditional classroom. We had lecture style classes and tests at the end of each unit.
Very little room for conversations and discussions. I had three projects the entire semester in all of my
classes the rest was all individual work. A lot of learning was repetition based and memorization.
For example, in my History of Jazz class there were no discussions and only powerpoint lectures.
Evidence #10
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and
learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF 190 In HDF 190 we were taught the Social Change model. The Social Change Model (SCM) was
“Social Change Model of Leadership popularized by Komives, Lucas & McMahon. It works to define social change and how leaders can
. Development” by Astin et al make it in their communities. It is made up of “Seven C’s”, each of which is crucial in enacting
change.One of the Seven C’s is commitment, meaning that leaders are heavily involved in their cause
and are determined to make a change in their chosen issue. Another C stands for Consciousness of
Self & Congruence. This is connected to the Wilson Model of knowing yourself and leading yourself in
order to lead others. This C of the model is about knowing your strengths and values so that you can
lead yourself and the people around you. Collaboration is an additional C in the SCM. Leaders must
collaborate with others in the community they wish to change. Change cannot happen unless there is a
majority who are collaborating and contributing to the social change movement. Another facet of the
SCM is common purpose. To be effective, a group must identify their collective values, vision, and
ultimate goal. This ensures that every group member is aware of their responsibility to the group.
Controversy with civility is another C of the SCM. With any social change movement there will be
pushback. There will be disagreements, but these can be very useful to look at different points of view
and consider different options.Citizenship, another feature of the SCM, holds every individual
responsible for making social change in their community. This would make people aware of an issue
affecting their community and it relates to the Relational Leadership model. As individuals, we know
our values and work to be ethical and inclusive.
Evidence #11
Astin, Helen S. and Alexander W. Astin. A Social Change Model of Leadership Development
Guidebook Version III. The NationalClearinghouse of Leadership Programs, 1996
48 Student will describe personal application HDF 190 For our HDF 190 social change project, my peer group did a beach clean up. Being on a college
of the above theory (Astin et al) campus so close to the water, we witness the negative impact of littering and stray garbage. We
. decided to put out commitment to planning a beach clean up. We picked up two bags of trash and
pledged to continue picking up litter around campus too. We used consciousness of self and
congruence. In our group project, we utilized our futuristic and learner strengths the most as well as
our values of appreciation of beauty and excellence and honesty. People who have the futuristic
strength strategically think about the future and inspire others to believe in their vision. Those who
have the learner strength have a desire to take in knowledge and grow continuously.
WE used our collaboration by all choosing the project together. We chose to work with Green Hill
Beach because of its proximity and potential for change. After deciding on a beach cleanup, Katie
suggested going to Green Hill, a beach she knew would accept our service. We agreed and made a
difference deeper than just the appearance of the beach. Additionally, we collaborated with another
FLITE student, Noah, to spread the impact of keeping a clean beach beyond our small group. We
hoped he would become part of the ripple effect necessary for lasting social change. The common
purpose of our project was to clean the beach so that other people could enjoy it. We set out to create
a ripple effect; by other people seeing the clean beach, they would be inspired to keep it clean, and
maybe clean other beaches in the future. We faced a lot of controversy with civility in this project.
Going into the cleanup, we knew that climate change is a sensitive topic so we prepared ourselves for
disagreement with someone who regarded our clean-up as pointless. Global warming is a
controversial and popular topic, with many people believing it’s a real threat and others believing it’s
not As we discussed in class, environmental degradation may not be at the top of someone’s list of
worries if they are focused on surviving the day. They may not think twice about littering and might
disregard climate change warnings if their top priority is getting enough food, shelter, and water to
survive. We knew that if someone disagreed with us, we would consider their opinion and present our
counter argument factually and respectfully.
Evidence #12
Astin, Helen S. and Alexander W. Astin. A Social Change Model of Leadership Development
Guidebook Version III. The NationalClearinghouse of Leadership Programs, 1996
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)

the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
behavior theories of leadership from
. Michigan and Ohio State
of the above theories (Michigan & Ohio
. State)
Charismatic leadership
.
of the above theory
.
contingency approach to leadership by
. Fiedler
of the above theory (Fiedler)
.
Path-Goal theory by House
.
of the above theory (House)
.
Leader Member Exchange (LMX) theory
. by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
66 Student will describe the impact of traits
on leadership emergence and
. performance

Chaos approach to leadership by
. Wheatley
of the above theory (Wheatley)
.
Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
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
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87 Student will show knowledge of effective
leadership as it relates to change agency
.
88 Student will describe personal 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 Student will create a personal code of
inclusive leadership
.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least
five decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least
five problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of

leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
facilitation techniques
.

facilitation techniques
.
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
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages HDF 190 In HDF 190 we were taught about Tuckman‘s stages of group development. There are five stages of
of group development (Tuckman/Tuckman group development according to this model. Stage one is forming. When any group comes together
. & Jensen, Bennis or others) there is no trust yet. The group does not have any history and often members are meeting for the first
time or are not a solid group yet. The mission of the group may not be formed yet or possibly the group
hasn’t lived by it yet. The second stage is stormy. This is when people start to push for power and
there is a lot of competition. While the team spirit maybe lower clicks can start to form. A lot of this
stage is learning about the group and beginning to form trust and resistance During norming members
of the group start to feel like they are part of a real community and a group. This is when the group
starts to see success and they begin to build trust. More members will start to put in more effort and
the team spirit is very high. The fourth stage is performing this is when members feel the most
motivated.There are little surprises because of the well-defined norms in norming. The group knows
what to expect and everyone is working individually at this aspect. This stage has the most trust and
pride in the team and they are ready to perform and whatever need. Whether this be finishing up their
projects for goal. The final step is a journaling. During this stage the group will work on their final
assessment and then reflect. They go through the positives and negatives of the assignment or goal
and congratulate to the good work they had done.
Evidence #13
Five Stages of Group Development. (n.d.). Retrieved April 22, 2019
fromhttps://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf
133 Student will describe personal examples of HDF 190 In HDF 190 we learned group development theory by Tuckman and Jensen. I was able to see this
group development in use model in real life throughout our HDF 190 class. For our final project my peer group worked on our
. (Tuckman/Tuckman & Jensen, Bennis or social change project. When our group first joined before our retreat I was able to see our forming
others). stage. I did not know anybody in the group nor did they know who I was and there was very little trust.
We just informed and had no idea what our goal was or even the purpose of the group. As we started
our storming phase throughout the next few weeks we were learning about each other and slowly
forming that trust. However there was also plenty of resistance, especially in our group when we would
go to the atrium. My peer group did not like our activities in the atrium or the ballroom. However,
because of this we started to bond through it. Once we started our social change project, the group
was abe to transition to the norming stage. Our group started to be creative and we started to see
success. There were so many times where our schedules didn't work out however we believed in the
process and we found time to work on our project. In the evidence you can see only some of the
conversations we had around planning issues. We decided to do a beach cleanup and focus on
environmental problems. This is when we saw that each individual member was putting in more effort
and our team spirit started to grow. While riding in the car over to the beach we were telling stories and
jokes. After the beach clean-up we decided to even grab ice cream! Once we were able to sit down
and do the project on our own everyone was their most motivated. We were in the performing stage.
Just as the model explained, they were very little surprises. We very evenly split up the work by having
a calm discussion of who wanted to do which aspects. And everything was done completely on time.
final step we performed our presentation in front of the class, and it went wonderfully. After it was done
we were able to reflect on our group and finish up the class. On the very last day of class our peer
leader, Ray, has us write notes on the back of paper plates to give each other. All of the messages
were kind and thoughtful and every single message was a positive. We had fully bonded as a group
and it was sad to say goodbye on the last day. We finished class and were able to see the group
development theory in person.
Evidence #14
Five Stages of Group Development. (n.d.). Retrieved April 22, 2019
fromhttps://med.fsu.edu/uploads/files/FacultyDevelopment_GroupDevelopment.pdf
134 Student will show knowledge of group

roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
.
membership skills in use
.
138 Student will show knowledge of the HDF 190 In HDF 190 the Challenge and Support theory was taught. This theory explains the idea that to grow
Challenge and Support theory by Sanford, and develop they need a good blend of challenge and support. If the student receives too much
. and its relationship to organizations support from their peers or professor then they will not be able to grow to their best ability. However, on
the other side if they receive too much challenge then they may feel that it is too difficult and give up. A
large portion of this theory is the element of readiness. The student must be physically and mentally
ready to learn the material. An example of this is that a third grade teacher would never try to teach a
child statistics, even if they had that much control over their lesson plan.
Evidence #15
Sanford, N. (1962). The American College. New York: Wiley. Sanford, N. (1966). Self and Society:
Social change and individual development. New York: Atherton.
139 Student will describe personal examples of HDF 190 GER101, URI101 In the class HDF 190, we learned the challenge and support theory by Sanford. I was able to apply this
using the theory of Challenge and Support in my classes throughout my first year at the University of Rhode Island. The theory states that
. (Sanford) students need a perfect balance of both challenge and support to be able to grow and learn. With too
much challenge they may feel that they aren't ready to learn and they'll give up too quickly. On the
other side if they are given too much support then they won't grow enough and maybe they won't learn.
I saw this in plenty of my classes. In German 101 class first semester I thought there was too much
challenge. The professor was constantly pushing me again and again to practice speaking out loud
and my writing in German. However, I was falling far behind at the beginning and I may have needed
some extra support. At the time I did not have any room in my schedule to add a support group or
study session and within a month it was my lowest grade at the University. I felt so lost and when I
would try to ask questions in class I wouldn't get the answers that I could understand and I quickly felt
that I wanted to give up. I am not the type of student to give up and so this felt as a huge challenge for
myself. I was thankful however at the end of the semester my professor gave everybody an extra week
after the final to turn in any extra work for full credit. I ended up passing the class. My URI 101 class
give me too much support. All the assignments we were given enough time to complete and were all
very simple.The textbook that we had to read was pretty basic knowledge and written for a freshman in
high school. I didn't learn as much as I wanted to and was the easiest class I could have taken at URI.
Because of this it made me not want to go because I thought it was a waste of my time.
Evidence #16
Sanford, N. (1962). The American College. New York: Wiley. Sanford, N. (1966). Self and Society:
Social change and individual development. New York: Atherton.
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public
. speaking
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
145 Student will describe personal examples of URI 101 Tour Guide, URI Dining Well in URI 101, I learned skills to have a successful interview. Some of which were to remain
preparing for and being interviewed respectful, well-spoken, and to always think before I speak.While applying to be a tour guide at the
. University of Rhode Island I had to go through an interview process. The first interview involved call
and response answers to various random topics. To be a tour guide one of the main qualities is to be
able to think on your feet and respond quickly and appropriately. Before coming to the interview I was
given zero information on what I would be asked or talked about. However, I could have guessed that it
would be a lot of improvisation. I was always taught for interviews to be honest but calm and
respectful. so when my interviewers told me I was going to be given a difficult question that a student
or parent might ask, I imagined that I might be a staff member of URI. I was asked, “Where can I get a
fake ID on campus?” I knew that this was an inappropriate question for a potential student or family
member to ask and that I should not give an answer that would tell the students exactly where to get a
fake ID. So instead I repeated that the majority of our University is under the age of 21, that we do not
prohibit underage drinking drinking on campus, but that there were plenty of other opportunities or
activities to partaken that were sober events. I also listed plenty of these potential activities like going
to a basketball game or a concert or some of the movie Nights that we post on the quad. I ended up
progressing to my second interview and got the job based on how well I was able to answer these
questions. I was fit for the position. For second semester I applied to be the social media coordinator of
URI dining. I reached out for this position because I saw so much hope and the University and I knew
that the dining Instagram page needed help. The dining man quickly reached out to me saying that he
was interested in having a meeting and we quickly set up an interview a week later. During the
interview he asked me plenty of questions about the changes I wanted to make and how I saw URI
dining. It was mainly a conversation based interview and was very casual. However, I still made sure
that I was expressing all of my needs and my values in a correct manner. I brought in some of my
backgrounds in the leadership class and how I saw such a great potential for URI dining. I talked a lot
about how other students my age saw the dining hall and my conversations that I had had previously.
With other URI staff. He was very impressed with my persona and how I presented myself. Yet again I
got the job. :)
Evidence #17

collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
.
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members

building relationships with members as a
. leader
154 Student will describe how credibility
applies to leadership, as well as the
. characteristics and skills of a credible
leader
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
related to being a peer leader and being
. led by peers

Inventory-2017 1

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Inventory-2017 1

Caricato da

Copyright:

Formati disponibili

5/1/2019 Inventory-2017 _1_ - Google Docs

Name: Kirsten Hauschildt

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

Leadership Inventory Revised 08/22/2017 5

Outcome Category: Self-Leadership

2. Student will demonstrate personal,

WebMD Stress Management (2019) Retrieved from

Leadership Inventory Revised 08/22/2017 7

10 Student will demonstrate the ability to

33 Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 12

39 Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 15

51 Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 16

67 Student will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 17

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

Johnstone; Gibson; Forber-Pratt &

Leadership Inventory Revised 08/22/2017 19

96 Student will show personal application of

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 20

108 Student will describe examples of

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 21

120 Student will demonstrate proficiency of

Leadership Inventory Revised 08/22/2017 22

134 Student will show knowledge of group

Leadership Inventory Revised 08/22/2017 23

Leadership Inventory Revised 08/22/2017 24

146 Student will show knowledge of effective

Leadership Inventory Revised 08/22/2017 25

153 Student will describe personal examples of

Leadership Inventory Revised 08/22/2017 26

Potrebbero piacerti anche