Alaimo Inventory

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

Date Enrolled: 2019
Date of Graduation: 2023
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.  
Leadership Inventory Revised 08/22/2017 !1

CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
• Center for Student Leadership Development Information
• Minor Information
• Developmental Model
ADVISING INFORMATION (students will include own documentation)

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize a cross-
disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some form of experiential
learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of interpersonal and group management, problem
solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
• Regardless of your major, you can minor in Leadership Studies.
• Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
• Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits must be earned at
URI.
• No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not apply to students in
the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken before the internship and the
capstone course.
• Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
• Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.

CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: Introduction to Leadership Issues (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 internship
3 credits or experience for graded credit
Experience through Center for Career and Experiential Education
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: Introduction to Leadership Issues (FLITE) (introductory PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking 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 (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Advanced Facilitation and Consulting Skills THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: Peer Leadership

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

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

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a

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 MTH 131 URI 101 My calculus class I had during the fall semester of my first year has so far been the most stressful
stress management methods course I have taken. The class was stressful because my learning style didn’t match up with my
professor’s teaching style and I was extremely out of practice with pre-calculus. URI 101 helped me
deal with the stress of this class by giving me stress management tips such as reaching out for help,
taking a break when needed, and exercising. Coming into college I did not like asking for help and
would usually find a way to solve problems on my own, this lead to a lot of unneeded stress. URI 101
did a really great job at forcing me to go out and use the resources that the university is providing its
students. One of the resources includes the tutoring center that has tutors that specialize in the MTH
131 course. Another stress management tip URI 101 taught me was to take breaks when needed, I
usually don’t like to take breaks during work but URI 101 taught me that sometimes a break can be
productive and give you a needed rest so you can efficiently do work and complete a task after the
break is complete. I was able to apply this skill to my studies in my courses and find times to rest my
brain. Finally URI 101 enforced the importance of exercise and all the benefits being active can have.
I did not regularly workout before college but URI 101 encouraged me to use the gym as a resource
and I’ve found that exercising helps me calm down and destress. Exercising also allows me to have a
set portion of the day where I am doing something other than school work and focusing on myself. I’ve
found that I need a balance between schoolwork and fun or relaxing activities to manage my stress.
Beginning of fall semester I was putting too much into my school work and not enough time into
myself, luckily URI 101 helped me see that college isn’t entirely about schoolwork it is also a place to
grow as an individual and this realization allowed me to relieve some of my stress about college. I
found URI 101 to be really helpful in managing the stress from my MTH 131 class and I hope to
implement the methods I’ve learned into previous stressful situations.
5. Student will demonstrate the ability to

manage stress
6. Student will express a personal code of

leadership / membership ethics
7. Student will demonstrate practice of the

personal code of ethics

8. Student will express a personal values HDF 190 My top five values from the VIA are, in order, appreciation of beauty and excellence, perseverance,
statement (Sources = VIA, values kindness, love of learning, and honesty. I resonate with the value appreciation of beauty and
clarification exercises, etc.) excellence because I think it’s important to admire whats around you and what you already have. I
also resinate with this because it ties into my strength of positivity, I think the ability to see beauty and
excellence makes me a more positive person. I have this value because I think it is important to see
the goof in every situation and notice there is beauty in a lot of things were are surrounded with and
situations we are put in. I see perseverance within myself because I always continue working until the
task is completed and I hate giving up on something. I also see perseverance because I like to
complete a task to the best of my ability and I stay with a task until I know I have done the best job
possible. I believe this value has helped shape me as a student and a community member. I believe
kindness is an important value because everyone deserves to be treated kindly and compassionately.
I am aware that we only see the surface of people and many times we have no idea what a person is
going through, therefore it is important to be kind to those around you. I also believe kindness is
contagious so it is important for me to have this value and lead the way for others to be kind to one
another. I have a value of love of learning because I’m always trying to gain more knowledge and
perspective on subjects. I find interest in many things and I like to gain more knowledge on subjects I
become fascinated with. I also have this value because I like to learn from others. I believe that every
individual is given different skill sets and abilities and we can all learn from one another if we give
ourselves the opportunity. Finally, I believe in the value of honesty not only with others, with myself
too. I think you have to be true and sincere to reach common goals. I think honesty is a value of mine
because I know sometimes it is easier to not be honest but it is important to be honest. It is important
for a leader to have honesty and set an example for those around them to also be honest and truthful.
Being an achiever, honesty is a good complement because it allows me to not get too far over my
head when making goals for myself because I can be honest with what I’m capable of at a given time.
These five values are clearly displayed by me and make up who I am as a person and a unique
individual. It is important that I hold these values close to me because they make up who I am.
See Evidence #8 VIA Values

9. Student will demonstrate practice of the HDF 190 MTH 131 My personal values are appreciation of beauty and excellence, perseverance, kindness, love of
personal values statement learning, and honesty, and I find these are my guiding principles I resort back to during my daily life. I
use a combination of these to get me through the day and they make up who I am as an individual. I
find myself constantly admiring and appreciating what is around me. For example, I love giving others
compliments on jobs well done, such as in group projects. I think it important to let people know when
you appreciate what they have done.I also find myself constantly appreciating nature, I love going to
the beach and on hikes and admiring how beautiful nature is. My next value perseverance has been a
huge guiding factor in my life. No matter what has happened I think it’s important to keep putting
yourself out there and take action. An example of when I used perseverance is when I decided to take
the introduction to leadership class despite my experience at leadership institute. For completely
unrelated reasons I did not have the best experience at institute but I wanted to take this class to
prove to myself and others that that experience doesn’t define me as a leader at URI and that I can
can put myself out there despite the fact that it may be uncomfortable. Another example of
perseverance is when I consistently increased the amount of time I put into my MTH 131 class until I
got the results I wanted. I quickly realized after my first exam that I was not putting in the work or effort
needed and I decided the continue with the class rather than dropping to a lower level because I knew
if I put in enough work I could do well. I like to be kind to others by doing favors and deeds for others
and lifting others up. I think it is important to be kind and serve those around you to help build a
stronger community. An example of being kind is when I offer myself to help others with their portion of
a project if I see them struggling, I’m aware college is a buy time and you never know what is
happening in someone’s life therefore the small gesture of offering help can go a long way and make
all the difference. I show a love of learning through constantly trying to broader my set of skills and
knowledge through my curiosity. I am always fascinated by everyone’s different skill set and I think we
can learn a lot from one another if we just listen. I always find myself looking at fact pages on social
media, or trying new types of art, and watching informational videos on YouTube. I find that I am
extremely fortunate to have the resources I have to learn more and I want to use my resources to
learn. The new generation has so much information at their fingertips, due to constant innovations in
technology, and it allows me to fulfill my need to learn more. From my phone I can learn new painting
techniques, practice a new language, watch informational documentaries, and help teach others. I
want to always be genuine with others and I value the importance of honesty. I think speaking the
truth in a sincere way can allow others to know your true intentions and allows myself to take
responsibility for my actions. I think honesty can sometimes be uncomfortable but that doesn’t mean it
is bad. I want others to be honest with me and I think that in order for that to happen I need to also be
honest with them. I find that I need to be honest with myself and my abilities on many occasions, for
example, I needed to be honest with myself that I didn’t put the amount of effort into a class that I
needed to and my grade was a result of that. I used this honesty and responsibility for my action to be
aware to put more work and effort into the class next time to receive a better grade. My values help
me be a better person and keep me on track for success. I think my values are a large part of my daily
life and a way I help others and guide myself.

10. Student will demonstrate the ability to HDF 190 TMD 103G I have the ability to lead a project from start to finish and follow through mainly due to my value of
lead a project from start to finish (follow- perseverance and my strength of achiever. Using my values and strengths I am able to take initiative
through) and help the group start the project and divide up the tasks. An example of when I lead a project start
to finish is during my TMD project this spring semester of first year. It was extremely difficult to
connect because we had to complete the group project completely electronically due to classes being
cancelled because of COVID-19 and one of my group members was from France so we could only
connect through e-mail. I took initiative to reach out to my group members and help divide the work
into equal parts so we all knew what tasks we had to complete. I also used regular check ins through
email to ensure that I was staying on task and that the rest of the group felt comfortable with their
work to ensure that we would meet the deadline for the project. As a collective group we decided to
complete the project a few days in advance to make sure we had time for any technical difficulties that
may arise. I found that checking in with my group and creating deadlines for smaller portions of the
project helped me complete my portion and help others if needed. I also found that communication
with the other group members about the project was necessary and I felt very fortunate that my group
members were easy to communicate with and were just as dedicated to the project as I was. We
needed to communicate more towards the end of the project to make sure we met all the criteria and
created a seamless presentation with voiceovers. The difficulties of doing the project online made the
project harder to put together but through constant emails we were able to figure out all the
technology issues and put together a good presentation.
11. Student will describe goals and objective HDF 190 Having the confidence to speak up and have my voice heard is a constant struggle for me in the
statements regarding personal issues, classroom. I don’t like stepping on other’s toes and when the class is having a discussion I don’t want
career issues, and community issues to argue other’s point although I may disagree. An example of this is during HDF 190 we were told to
sort people into good and bad leaders for our ethical leadership unit, during this exercise students
from another group put Robert E. Lee, Adolf Hitler, and Christopher Columbus into the good leader
category because they argued that as a leader these people were able to get people to follow them
and complete a task therefore, making them a good leader. I disagreed with their placement because I
think ethically these leaders abused their powers and did not show respect and dignity for others.
When we were in a big group and many people were agreeing that these people we good leaders I
did not want to speak up and create conflict within the group even if I thought my points were valid. I
am trying to realize that my thought have the same value as others and I deserve to express my
opinions in class even if the majority of the class doesn’t agree with them. I am working on being more
involved in class and participating within discussions. My goal is to ask questions in classes where I
don’t understand a concept and express my ideas during discussions.
12. Student will show evidence of goals and PSY 113 In the previous outcome I described my struggles with speaking up in class and interacting with the
objectives that were planned and class. I especially do not like to question professors when I think something is incorrect because I
achieved have a fear that I will actually be wrong and create unneeded conflict. I overcame this when I
submitted my draft of an essay in my psychology class and received a 4.5 out of 5 on my paper. When
I first saw the grade I felt contempt and looked to see what to improve for the final paper, when I
looked it said I only used two vocabulary words when I was supposed to use four. I knew I used four
vocabulary terms when I typed the paper but I was hesitant to speak to my Teaching Assistant about
his possible error. After double checking my paper and finding all four vocabulary words I decided to
send him an email regarding my paper. He later responded and let me know there was an error on his
end of grading and changed my score to a 5 out of 5. This is a small step in reaching my goal to
speak out but the success of speaking out in this situation has encouraged me to speak out more
when I have questions.
See Evidence #12 Psychology E-mail

13. Student will show knowledge of the PSY 113 In my PSY 113 class we learned about the hierarchy of needs theory suggested by James Maslow.
“Hierarchy of Needs” theory by Maslow This theory orders the needs of an individual in a pyramid like diagram. The diagram in order from
lowest to highest shows the needs of, physiological, safety, belonging, esteem, cognitive, aesthetic,
and finally self-actualization. The physiological needs are hunger, thirst, warmth, shelter, air and sleep.
Maslow believed these were the first set of needs humans needed to fulfill. The safety needs include
security, protection, and freedom from threats, these are the needs people will try to fulfill after they
meet the physiological needs. The next set of needs that individuals strive for is belonging, this
includes acceptance and friendship. After belonging the need of esteem will be targeted this includes
good self opinion, accomplishments, and reputation. Following esteem needs is cognitive needs which
is knowledge and understanding. Next is aesthetic needs including order and beauty. The final tier of
the pyramid is self-actualization, living to full potential, achieving personal dreams and aspirations.
Maslow’s theory indicates that people first strive for needs on the lower end then move up towards the
needs higher on the pyramid. In other words, once needs on they lower end are satisfied an individual
can try to fulfill higher needs. For example, a persons need to have a good reputation will not be
important if they have not eaten for days. The final need on the pyramid is self-actualization in the
textbook it is defined as “some other adherents of the humanistic approach to personality, the full
realization of one’s potential.” This final step cannot be reached until an individual has fulfilled all the
needs below it. The theory of the Hierarchy of needs is important because it breaks down an
individuals needs from most important to least important and allows for analysis of one’s wellbeing.
ISBN 9780393117264 - Psychology Direct Textbook. www.directtextbook.com/isbn/9780393117264.
See Evidence #13 “Hierarchy of Needs” Diagram
14. Student will show application of Maslow’s PSY 113 I am able to use the Maslow’s theory to evaluate my own life and where my needs and satisfaction
theory to own life falls on the pyramid. Thanks to my mom my physiological needs of hunger, thirst, warmth, shelter, air
and sleep have been met. The family I was born into has allowed me to fulfill these needs and it’s part
of my privilege that these needs are met. Many of the people who cannot meet these need are either
born into a bad situation or have no control of the circumstance therefore it is important to use my
privilege to bring awareness and take action to help those that ask for help meeting their physiological
needs. My safety needs have again been met due to the circumstances that I have been born into.
Some of these circumstances include where I was born, the wealth class I was born into, and the
opportunities I have been given. I feel fortunate to have these needs met but I am aware they come
with a great amount of privilege that I need to use to help others. The next need of belonging has
been fulfilled in my life because I have luckily had life-long friends that I know always accept me for
who I am. I feel extremely fortunate to have these friends and I want to be one of these friends when
people are looking for acceptance. I sometimes struggle with the need of esteem because of a lot of
self doubt but I am working towards building my confidence and esteem. I feel that I meet the
cognitive needs but I am constantly trying to improve my knowledge and understanding through
educating myself. Aesthetic is less important to me but I like things around me to look nice although it
is not a priority. The final need self-actualization is what I am constantly striving and working towards. I
think evaluating where I stand on these needs can help me fulfill my happiness and satisfaction as an
individual.
15. Student will show knowledge of the theory

of Superleadership by Manz & Sims
16. Student will show application of Manz &

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 190 My top five strengths from the Gallup quiz are restorative, learner, adaptability, achiever, and positivity.
Signature Themes, shadow side of I identify with restorative because I like finding problems and solving them. When I see a problem I do
Strengths and/or weaknesses, and not like to leave it and I use my best abilities to find a solution that can meet the best common goal for
examples of application (Source = Gallup) everyone involved. I’m also restorative because I don’t like conflict and view it as a problem to solve. I
am a learner because I want to gain more knowledge and continuously improve myself. This also
relates to my value love of learning. I think we are never done learning and always have room to grow
and improve ourselves through more knowledge and wisdom from others around us. There are many
resources available to learn and it is important to ensure that I am always growing as an individual
and moving forward. I have the strength of adaptability because I can go with the flow and take things
as they come to me rather than planning my future ahead of time. I am adaptable to new situations
and I don’t find myself freaking out when new circumstances come up. I think this is due to my ability
to stay calm in the face of change although it can be scary and unsettling. I believe in myself and my
ability to adapt to what is happening around me and through that believe I am able to make
adaptability a strength of mine. I have the achiever trait because I will work hard until all my tasks are
complete and I enjoy being busy and productive at all times. I am constantly trying to set the bar
higher for myself compete with my previous accomplishments. I wasn’t to always be moving forward
and in order to do that I need to achiever more than previously. I know if I set a goal I will complete it
because of my determination to achieve. I have the strength of positivity because I prefer to look at
things from an optimistic output and I like to encourage others to be positive with what they do. This
strength also ties into my value of appreciation of beauty and excellence. I think it is important to see
the good in everything and always find something positive and encouraging to say. This is still a
strength I am working on because it is extremely easy to slip into a negative mindset and loose all
positivity. I find myself constantly reminding myself that when I use a positive perspective I am more
content and can therefore be a better person in general. I also think positivity is important because I
want to be uplifting to others and not drag them down just because I’m not in the best mood. I think
both negativity and positivity are contagious so being positive helps everyone around you also stay
positive. I think a negative leader puts everyone in a bad mood and can make tasks tedious and
unpleasant so leaders should act with positivity. These strengths help makeup me as an individual and
are unique to me. I see these traits come out in my everyday life and it is interesting to see exactly
what these strengths are and how they rank.
See Evidence #17 Gallup Strengths

18. Student will describe personal leadership I use my top five strengths of restorative, learner, adaptability, achiever, and positivity daily to make
style and/or personality style including me a better leader and to build my personality. I find that being restorative helps me as a leader
strengths and weaknesses and examples because I am always trying to solve conflict or problems, I don’t like issues and will work until they are
of application (Sources = Leadership style solved. My next strength of learner helps me as a leader because I am constantly growing as an
inventories, the L.P.I., Type Focus (MBTI), individual and evolving to become a better leader. Learning from others also helps me as a leader
LAMP, DISC, and other career because I can learn to grow from others input. I use my strength of adaptability to help me fit into
inventories, etc.) different situations, leading is different for every situation so adaptability helps me become the leader
that is needed. Adaptability also helps me fit in with people because can adapt to the group. Finally
my strength of achiever helps me as a leader because I want to work until the project or task is done.
Achiever means that I want to find a way to complete what I need to and that helps me strategically
think as a leader. These traits build up my leadership style and make up who I am as an individual. A
weakness in my leadership style is that I am introverted and the strength of woo falls low on my list,
because of this it is sometimes hard to make connections with others and have my voice heard in a
group of extroverts. An example of this is in the HDF 190 class there are a lot of big personalities and I
often fall behind as a leader because I don’t speak and express my thoughts to the large group. An
example of how my leadership style works well is, during group projects I’ll often take the lead when
others are unsure or quiet. I find that I work well as a leader with other introverts and find it easier to
collaborate with them because we click together easier. Luckily I can still work with extroverts by
putting in more effort and trying to be more open to putting myself out there while using my strength of
adaptability. I think that my strengths make up the leader I am and I can look on my weaknesses to
improve them.
Outcome Category: Leadership Theories

19. Student will show knowledge of the

“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 Through the readings, I have found my own definition of servant leadership to be someone who wants
“Servant Leadership” theory of leadership to use their leadership abilities to serve others because of an inherent need to help others. Servant
by Greenleaf leader’s sole purpose is to help those around them and use their skills and abilities to be resourceful
to those in need. The first characteristic of servant leadership is listening. This characteristic is an
important quality because it means the leader is hearing out those they are serving. Listening can also
lead to self reflection and can help the individual grow as a servant leader. The next characteristic is
empathy. Empathy is important in a servant leader because it ensures the leader is able to understand
and empathize with those they are serving. It also ensures the individual is being accepting of
everyone’s uniqueness and assumes that everyone comes with positive intentions even if they aren’t
showing it. The third characteristic is healing which is powerful when it comes to transformation and
integration. This means the individual has the ability to heal themselves and others they surround
themselves with. To have this characteristic means the leader recognizes they have the opportunity to
help others and they take this opportunity. It’s also explained healers have the understanding that
search for wholeness is often a shared trait among others. Servant leaders also inhibit the
characteristic of awareness. This means the individual understands issues regarding ethics, power,
and values. The individual also helps others understand these issues using their abilities. These
leaders have the ability to view situations from a more integrated perspective. The people that inhibit
awareness disturb and awaken others and create inner serenity. The fifth characteristic is persuasion.
Persuasion is a characteristic that servant leaders rely on. The individual wants to convince others
rather than use positional authority and be a sole decision. This is one of the distinctive elements of
servant leadership. The next characteristic is conceptualization. Conceptualization is used by servant
leaders to nurture their abilities and dream big. The individual dreams beyond their day-to-day
realities and feels a strong desire to achieve their short term goals. This characteristic is often used
within organizations boards of trustees and directors that need to create goals and milestones for the
organization to accomplish. Within this characteristic individuals should have a delicate balance
between conceptual thinking and day-to-day operations so neither is neglected and the organization
or individual functions productively in both the long run and short run. The next characteristic is
foresight which is very close to conceptualization but differentiated by the ability to foresee the most
likely outcome of a situation that is uncertain or hard to define. This characteristic allows the individual
to understand from their past and the circumstances of the present. They also understand the likely
consequences of their decisions in the future. This characteristic also allows the individual to be highly
intuitive with their thoughts and mind. The eighth characteristic of a servant leader is Stewardship
which is defined as “holding something in trust for another.” This is the acknowledgment that we all
have different roles when completing a task and we have to trust that others will complete their roles
as we will complete ours. This characteristic focuses on the use of openness and persuasion and not
control. The ninth characteristic of servant leadership the is commitment to the growth of people.
Servant leaders must have values beyond tangible contributions and be deeply committed to the
growth of those surrounding and working with them. The individual also recognizes that they have a
huge responsibility to use all their resources and strengths to nurture both the personal and
professional growth of others. This can be done through tangible items such as funds or through being
there for the person to hear their suggestions and support and encourage their ideas. The final
characteristic of a servant leader is building a community. The individual recognizes that there has
been a shift from local communities receiving help to large institutions and through this awareness the
servant leader seeks to build the community among the individuals that share it. To rebuild a
community viable life needs to be created from large numbers of people and servant leaders are the
ones that lead others to start that life by demonstrating their own enthusiasm. There are many
examples of servant leaders around us and servant leaders that inhibit the key characteristics that are
crucial to our society’s wellbeing because they listen without judgment, are authentic, build a
community, share their power and empower others.
See Evidence #27 Servant Leadership Notes

28. Student will describe personal application HDF 190 Volunteering with Rotaract Club I find myself applying the servant leadership model when I volunteer at local events or volunteer for
of the above theory (Greenleaf) local organizations. I find that I am using this model because when I am volunteering I want to use my
abilities to help others to the best of my ability. This year I joined the Rotaract Club and the club has
helped me serving others in the Rhode Island community. Through this organization I was able to help
the directors of a 5K run on campus raise money for mental health awareness. I was also given the
opportunity to stand outside of the Belmont grocery store and collect food items for a local
organization around thanksgiving time. I always listen to the organization and directors of where I am
serving to ensure that I am serving effectively by following their instructions and doing what they are
asking of me. I also show empathy because I want to understand and gain perspective from those I
am serving. I want to be accepting of everyone’s uniqueness and assume that everyone comes to
serve with positive intentions. I want to show awareness when serving by seeing how I can use my
position and abilities to help those around me. When volunteering with the club, we have to trust
other group members will complete their portion of serving. For example, when volunteering to collect
food outside of Belmont I had to trust that the upperclassmen would pick up the underclassmen from
campus and bring them to Belmont. It is important to have trust within the club because it helps build a
community that can serve to the best of their ability. The Rotaract club has given me many great
opportunities to serve the Rhode Island community and it has allowed me to work with a group of
people who are also passionate about serving others. Many of our upcoming service activities were
unfortunately canceled due to the coronavirus but I believe next year will have a crucial need for
service and I hope our club can help contribute. I hope to be given more opportunities through this
club and serve more effectively in the community by applying this model.
See Evidence #28 Picture of Food from Volunteering at Belmont

“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 four V’s of the 4-V model of by Dr. Bill Grace are values, vision, voice, and virtue. This model is a
the “4 V’s” theory of leadership by Grace framework to help align internal beliefs with external actions and behaviors with the goal of serving the
(Center for Ethical Leadership) common good. Dr. Bill Grace created this model from his research and experience of passion and
ethics. In order to be a leader it is important to embrace integrity and commit to the common good.
Leaders must start at an inner journey to discover their own values and create a vision of change then
they must find their personal voice to express their vision. This expression is carried out through
helping the community find a common good. The values of ethical leadership start at an
understanding and commitment to a person’s own core values. It is important to know your own
values to find our individual identities so we can integrate our values with our choices in our personal
and civic work. The vision part of ethical leadership is defined by an individuals ability to frame out
actions, especially in service to others, with a real image of what is right. The next part of the 4-V
model is voice. Voice is the way we articulate our visions to others in an authentic and convincing
manner that makes people want to be involved and take action. The last part of the 4-V model is
virtue. Virtue is an understanding that we are what we practice therefore it is important to practice
virtuous behavior and constantly improve to be better. This also indicates an understanding that our
character is shaped by how we behave and practice. In order for a leader to exemplify virtue they
must constantly check themselves on how they are practicing and behaving. Service is strongly
connected to this model because when our values are tested through our service to others, a better
vision is often the outcome. These values must be renewed often as our service is changes so the
values can fit their particular situation. It is important to constantly take a break from action to consider
if our actions are lining up with our values and vision. The four V’s of the 4-V model help ensure that a
leader is practicing ethically and truly working to serve the common good of those around them.
See Evidence #37 Ethical Leadership 4V’s Handout

of the above theory (Grace)

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)

41. Student will show knowledge of the HDF 190 Guest speakers in HDF class and Relational leadership is a style where the connections with people are a priority and members are
“Relational Leadership” model by peer leaders in HDF class treated equal. Relational leadership is often broken down into four categories to fulfill its goal,
Komives, McMahon & Lucas inclusive, empowering, purpose, and ethical. Within these categories the knowing, being, and doing
aspects are highlighted. The inclusive category is having an open mind, and acknowledging multiple
viewpoints. In order to be inclusive you must know yourself and others. This is essential to relational
leadership because it connects people and brings new members into the group. The next category
empowering is creating a space where people feel heard and valued. The knowing aspect of
empowering is understanding power and policies and having self-esteem so you can use your
confidence to lift others up. The being of empowering is sharing information and acknowledging that
everyone has something to contribute to the group. These main points of empowering create a strong
foundation for a relational leader. The purposeful category makes it clear to members why they are
here and their “why”. It is a collaboration of individuals to band together and work towards a common
goal. The leader must know the role of their mission to be purposeful. The being of purposeful is
having a positive outlook, knowing individuals and groups make differences, and commitment to the
goal. The doing of purposeful is envisioning the goals, making meaning, and creative thinking. The
next category is being ethical. Ethical is being intentional by doing morally good things, member’s
values line up with the group values, and their values are utilized in the process. Being ethical means
knowing how values are developed and knowing ways of valuing yourself along with others. Ethical is
being socially responsible and participating to develop character. The doing of ethical is having trust
and courage and allowing yourself to identify trust issues and how to solve them. The final part of
relational leadership is being process oriented. Process-Oriented is when members share a common
or similar goal, they have a plan and purpose, members should feel cohesive. It’s also knowing how
groups work towards their purpose. The group must know their strengths, what works best, and the
groups process. The being aspect is trusting the process, and giving quality effort. The doing is
collaborating with others, challenging yourself and others and being a reflection. Using the knowing,
being, and doing all of these categories will help build a strong relational leader that puts people first.
Komives, S., Lucas, N., & McMahon, T.R. (2013). Exploring leadership. For college students. Who
want to make. A difference. San Francisco: Jossey-Bass
See Evidence #41 Picture of Relational Leadership Notes

42. Student will describe personal application HDF 190 COM 100 I personally tend to use relational leadership when completing group projects. I use it by making sure
of the above theory (Komives et al) TMD 103G everyone else in the group is happy and knows what they’re doing before I worry about myself. I’m
inclusive when I do this because I have an open mind to new ideas and I try to get everyone involved
in the conversation. I’m also inclusive because I make sure everyone has an important role to fulfill
within the project. I’m empowering when I work with these groups because I understand the power
and policies and I have self esteem while building up self-esteem in others. I also try to relate the
information to everyone in the group so they know what the project is and what our group is working
on at the current time period. I also keep in mind that everyone has valuable information they can
contribute to make our project as a whole better. I encourage the members in the group to continue
their work and stay on task by regularly checking in and seeing if they need help with anything. I’m
purposeful when working in groups because I enjoy collaborating with the members to think of new
ideas and strategies that can help us achieve our goal. I go into the projects with a positive outlook
knowing that as individuals and a group we can make a difference. I also envision the goals and make
meaning by delegating who does what and deciding on times to meet. Im ethical when working. in
groups because I value everyone’s input and ideas. I act responsible and actively participate to make
our group stronger. I also trust my group members to complete their tasks. I am process oriented
because I recognize what works best for our group and use those strengths to achieve the goal and
working as a group to use all our different strengths. I trust that everyone in the group will do their
work to the best of their ability and want to succeed as well. I also enjoy collaborating with my group
members and challenging each other so we can achieve our goal to the best of our ability. Being a
relational leader helps me within group projects because it let’s me lead while recognizing the needs
of my fellow group members and making sure they are doing well before I do my part.

concept of constructivism
44. Students will describe personal examples

of implementing constructivism
45. Student will demonstrate knowledge of

the Experiential Learning Model (Kolb)

of the Experiential Learning Model (Kolb)

47. Student will show knowledge of the HDF 190 The guest speakers that presented The social change model starts by defining what exactly social change is. Social change is something
“Social Change Model of Leadership over WebEx to the class helped me that addresses the root cause of problems, is collaborative, and not simple. This means social change
Development” by Astin et al better understand this model. is not just simply a cover up for the problem but rather a direct action to permanently stop the issue
while working with others and building relationships. There are also possible problems that can come
from social change that include paternalism, assimilation, a deficit-based perspective of the
community, seeking a magic bullet, and ignoring cultural differences. It is important individuals ignore
these pitfalls by replacing ideas of fixing others with ideas of being in community with others. The
Social change model is broken up by what is called the seven C’s for change. These C’s are
consciousness of self, congruence, commitment, collaboration, common purpose, controversy with
civility, and citizenship. The first part of the model is citizenship which is a calling that individuals see
themselves and their work as a part of the larger whole. This requires an awareness of local and
global issues along with active engagement in their community that goes further than their own self-
interest. The next portion of this model is group values and it includes the C’s collaboration, common
purpose, and controversy with civility. Collaboration is when individuals work together and share their
responsibilities, authority, and accountability so they can therefore achieve their goals using each
individuals unique talent and perspective to find creative solutions and ways to achieve these
solutions. The next part, common purpose, is a high level of trust the group must have with one
another to be successful and effective. The final part of group values, controversy with civility, regards
to the fact that disagreements between members are inevitable but there should be a thoughtful
process of listening to each individual’s opinions. The final category is individual values which includes
consciousness of self, congruence, and commitment. Consciousness of self is an individual’s
awareness of their own personal beliefs, values, attitudes, and emotions. In other words
consciousness of self is mindfulness. The next part is congruence which is an individual’s ability to
carry out what they preach. The final C, commitment, is shown by an individual’s involvement and
investment into their passion. Commitment is also the individual’s ability to follow through with what
they are passionate about. The seven C’s are important to understand and follow when practicing
social change because it can ensure a more successful and efficient outcome. Using this model can
help an individual avoid potential pitfalls of social change and can help the individual become a better
social change leader.
See Evidence #47 Social Change Group Project Brochure

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)

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.)
82 Student will demonstrate personal

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)
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective

leadership as it relates to change agency
88. Student will describe personal examples

of being a change agent
89 Student will demonstrate knowledge of

the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal

application of the “Model of Intercultural
Sensitivity” by Bennett

the ally Action Continuum by Griffin &
Harro

92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro

Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of

the Multicultural Change Intervention
Matrix
97. Student will create a personal code of

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

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


109. Student will demonstrate knowledge of COM 100 JOR 110 Coming into college I was not used to large lecture halls and learning from purely lectures. I found
active listening techniques PSY 113 myself struggling in these large lecture classes and discovered it was because I was not actively
MTH 131 listening. I discovered this through my COM 100 class which deciphered the difference between
hearing and listening. I found that although I was attending every class I was only hearing the
information rather than listening to it. My COM 100 textbook defines listening as “the active process of
making meaning out of another person’s spoken message.” And it defines hearing as “the sensory
process of receiving and perceiving sounds.” There is a clear difference between listening and
hearing and learning this helped me understand concepts explained in my lectures, such as JOR
110,PSY 113, and MTH 131. I started paying attention to what I was hearing and assigning meaning
to it then responding to it. I was able to apply the HURIER model of effective listening to the classes.
HURIER stands for hearing, understanding, remembering, interpreting, evaluating, and finally
responding. Hearing is physically perceiving the sounds, this step was fairly easy because I was
attending the classes. The next step is understanding, this step required me to go a little further than
needed in class and comprehend the words I was hearing in the lecture classes. The next step
remembering was crucial to my success in these lectures I had to store the ideas I was understanding
into my memory so I could pull them for tests and application on activities. Next I had to interpret
these sounds, this is done by assigning meaning to what I have heard. Evaluating what I was hearing
helped me judge the speakers believability and intentions. This step was easy because going into the
class I knew the speaker was believable because they are a credited professor and I knew their
intention was to teach their students concepts and ideas. Finally, I had to respond to what was being
said, because this class was in a lecture hall there was not many opportunities to speak therefore
many of the responses were through forums and assignments. Responding indicates to the speaker
that you are listening to what they are saying rather than just hearing it. The HURIER model was eye
opening to me because it allowed me to breakdown the process of listening and ensure that I was
actively listening in my classes. Another term that helped me with my listening skills is selective
attention. Selective attention is defined in the book as “listening only to what one wants to hear and
ignoring the rest.” I needed to stop myself from doing this because I needed to listen to all the
information to truly understand concepts and ideas from the lectures. Learning terms and models on
listening in my COM 100 class helped me become a better listener in class and everyday situations.
“Listening Effectively .” Communication Fundamentals, Third ed., McGraw Hill, 2019, pp. 141–193.
See Evidence. #109 HURIER Model Stages
110. Student will describe examples of using

active listening skills

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
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

framing based on psychology and its use in
group facilitation

framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the

four frames of organizations, and the
meaning of reframing by Bolman and Deal

of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings

organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of

Parliamentary Procedure

130. Student will show knowledge of techniques
for working with difficult people

using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages

of group development (Tuckman/Tuckman
& Jensen, Bennis or others)

group development in use (Tuckman/
Tuckman & Jensen, Bennis or others).
134. Student will show knowledge of group roles

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

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

memberships skills in groups

membership skills in use

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

using the theory of Challenge and Support
(Sanford)

construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in

informative and persuasive public speaking
142. Student will show knowledge of planning

and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)

144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of COM 100 Big-Y Job Interview Going into college I had only done one interview with a potential employer therefore I felt extremely
preparing for and being interviewed Tour Guide Interview inexperienced compared to my peers. I decided to put myself out there, which I normally don’t do,
RA Interview and interview for a tour guide position at the university. Going into the interview I thought a lot about
questions they may ask. I had done copious amount of research on questions that are commonly
asked during an interview and I planned out my answers carefully and thoughtfully. When I arrived at
the interview I was anxious to discover that it would be a group interview, I become extremely
intimidated when I discovered from conversation that the two girls I had been paired with with
extroverts and talkative. I went into the interview very shaken up was unprepared for the styles of
questions they asked. They were asking random questions such as “if you were an animal what
animal would you be?”, “if you could recommend a book to everyone what would it be?” I absolutely
panicked because the interview was nothing like what I prepared for. Walking out of the interview I
knew I completely bombed it and felt awful about myself. After my first interview I felt hesitant to put
myself out there again but I decided to preserve and apply to be an RA. I discovered that the best
strategy for me going into an interview was to relax. I realized there was no possible way I could
prepare myself thoroughly for every question they were going to ask so I had to reduce my anxieties
so I could be prepared to think on the spot about every question they asked. My RA interview was still
a little shaky but I improved so much for my tour guide interview. I know that putting myself out there
and gaining as much experience as possible will help me become better with interviews and
eventually I will reduce most anxieties attached to them.

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 HDF 190 Maintaining accountability in leadership and member relationships is crucial to the success of the
accountability in leadership / member relationship and group. In order for a group to succeed every member needs to hold themselves
relationships accountable and complete their portion of the task to create the whole project. I find the best way to
hold myself accountable is to create mini due dates for small portions of the project. I feel that
breaking up the project makes it feel less intimidating and creating mini due dates holds me
accountable for the task to be completed by the final due date. I think that it creates tension in the
group when members aren’t holding their weight and holding themselves accountable therefore it’s
important to use strategies to prevent tension. I also think constant communication can help members
stay accountable because it ensures that members can check in with one another and see how
people are doing in regards to their task they have been given to complete. Communication is also
important because group members can then help each other and resolve issues in a timely manner.
It’s important to have a positive relationship with members when completing a task because if you like
the people you are working with it is easier to be accountable for your actions. Members are more
likely to want to do their portion of the project well and on time if they like the people they’re working
with and want to help them succeed. In conclusion, from my experiences, creating mini due dates,
building positive relationships and having constant communication helps leaders and members hold
themselves accountable in a group setting.

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

relationships between leaders and
members
153. Student will describe personal examples of COM 100 During the first semester of my first year I found that I made a lot of my friends through group projects
building relationships with members as a ECN 201 and out of class study sessions. Having the platform of a group project to initially talk to others I had
leader classes with helped me as an introvert come out of my shell because I had to complete a task with
these members therefore, communication was necessary. My COM 100 group built a great
relationship over the course of the class. We were assigned to a group during the beginning of the
semester and throughout the semester we worked together to complete multiple presentations. I was
so happy that my group was supportive of one-another and truly wanted to help each other. I took the
leadership position in this project because I like to complete projects well before the due date so I
found it easiest to delegate tasks to each member based on their liking. Delegating the tasks gave
everyone a better understanding of what they had to do because it broke down the project into a
smaller more approachable piece. The members I had during this class were extremely kind and they
were very easy to work with. Some of these members became long term friends that I hope to keep
throughout my time at URI and post graduation. The friends I made were easy to connect with
because we were all positive and uplifting to one another during the class. Another class that helped
me build relationships is ECN 201. I met my friends in this class through attending study sessions.
When I created a group to attend the study session I found that we each had to step up as leaders
when other members were feeling unmotivated. For example, if a friend didn’t want to come to a study
session I would encourage them to go and if I didn’t want to go they would encourage me. Having
friends that held me accountable helped me succeed in the class and create a great support system
at URI. I think the most important part of leading is trusting your members and being positive. It's
important to trust members because although their work style is different it works for the and helps
their process. Finally positivity is crucial in building relationships with group members because the
positivity attracts people to want to continue building a relationship.

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

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LEADERSHIP

Name: Samantha Alaimo

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

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Outcome Category: Self-Leadership

1. Student will demonstrate autonomy and a

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 !7

5. Student will demonstrate the ability to

6. Student will express a personal code of

7. Student will demonstrate practice of the

Leadership Inventory Revised 08/22/2017 !8

See Evidence #8 VIA Values

Leadership Inventory Revised 08/22/2017 !9

Leadership Inventory Revised 08/22/2017 !10

See Evidence #12 Psychology E-mail

Leadership Inventory Revised 08/22/2017 !11

ISBN 9780393117264 - Psychology Direct Textbook. www.directtextbook.com/isbn/9780393117264.

See Evidence #13 “Hierarchy of Needs” Diagram

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !12

See Evidence #17 Gallup Strengths

Leadership Inventory Revised 08/22/2017 !13

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

22. Student will describe personal application

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

Leadership Inventory Revised 08/22/2017 !14

Leadership Inventory Revised 08/22/2017 !15

See Evidence #27 Servant Leadership Notes

Leadership Inventory Revised 08/22/2017 !16

See Evidence #28 Picture of Food from Volunteering at Belmont

29. Student will show knowledge of the

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !17

See Evidence #37 Ethical Leadership 4V’s Handout

38. Student will describe personal application

39. Student will show knowledge of the

40. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !18

See Evidence #41 Picture of Relational Leadership Notes