Outcomes-3

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

Date Enrolled: July 2020
Date of Graduation: June 2024
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership
Development (CSLD) at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the
written permission of the acting Assistant Director of the CSLD.Contents
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information
included)
● Center for Student Leadership Development Information

● Minor Information
● Developmental Model
ADVISING INFORMATION (students will include own documentation)
● Tracking Sheet / Advising Updates

● Syllabi of Minor Classes (Core and Electives)
● Internship
● Guidelines
● Syllabus
● Mid-term
● Final
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories,

Inclusive Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

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

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

The URI Center for Student Leadership Development will promote dynamic strengths-based leadership development through multiple delivery methods
to prepare students to be competitive in the 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 Class options Notes
Element
Introductory HDF 190: FLITE Only offered in spring for first-year students
Course or
3 credits 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
3 credits or documented internship experience for graded credit
Experience through Office of Experiential Learning &
Community Engagement
or The only time the major and minor can overlap
Internship Class in Academic Major
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 HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior option) HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 407: Political Communication HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone COM 415: The Ethics of Persuasion HDF 450: Introduction to Counseling
option) COM 421: Advanced Interpersonal HPR 118: Honors Course in Speech
BUS 443: Organizational Design & Change Communication Communications
BUS 448: International Dimensions of Business COM 422: Communication and Conflict HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 441: Race, Politics and the Media HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 450: Organizational Communication MSL 101: Introduction to Military Leadership
COM 202: Public Speaking COM 461/462: Managing Cultural Differences in MSL 201: Leadership & Military History
COM 208: Argumentation and Debate Organizations MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence CSV 302: URI Community Service MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 150: Introduction to Women’s Studies MSL 301: Leadership & Management
COM 250: Small Group Communication GWS 310: Race, Class, Sexuality in Women’s PEX 375: Women in Sport - Contemporary
COM 302: Advanced Public Speaking Lives Perspectives
COM 308: Advanced Argumentation GWS 350: International Women’s Issues PHL 212: Ethics
COM 322: Gender & Communication HDF 190: First-Year Leaders Inspired to PSC 304: Introduction to Public Administration
COM 351: Oral Comm. in Business & the Excellence (FLITE) (introductory course PSC 369: Legislative Process and Public Policy
Professions option) PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication HDF 290: Modern Leadership Issues SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory (introductory course option) THE 221: Stage Management
COM 385: Communication and Social Influence HDF 291: Rose Butler Browne Program Peer THE 341: Theater Management
Mentoring Program
HDF 412: Historical, Multi-Ethnic, & Alternative
Leadership (capstone option)
HDF 413: Student Organization Leadership
Consulting
HDF 414: Leadership for Activism and Social
Change
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 “a dditional 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 e vidence 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 Additional Descriptive notes regarding learning and
class Experiences practice
1. Student will demonstrate

autonomy and a minimized
need for approval
personal, organizational,
and academic examples of
self-discipline

the ability to manage
emotions

knowledge of stress
management methods

the ability to manage stress
6. Student will express a

personal code of leadership
/ membership ethics

practice of the personal
code of ethics
8. Student will express a

personal values statement
(Sources = VIA, values
clarification exercises, etc.)

practice of the personal
values statement
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

application of Maslow’s
. theory to own life

knowledge of the theory of
. Superleadership by Manz &
Sims

application of Manz & Sim’s
. theory to own life
17 Student will describe HDF 190n Class meetings Restorative: People exceptionally talented in
StrengthsQuest Signature
. Themes, shadow side of
the restorative theme are adept at dealing with
Strengths and/or
weaknesses, and examples problems. They are good at figuring out what is
of application (Source =
Gallup)
wrong and resolving it.
Positivity: People exceptionally talented in the
positivity theme have contagious enthusiasm.
They are upbeat and can get others excited
about what they are going to do.
Includer: People exceptionally talented in the
includer theme accept others. They show
awareness of those who feel left out and make
an effort to include them.
Woo: People exceptionally talented in the woo
theme love the challenge of meeting new
people and winning them over. They derive
satisfaction from breaking the ice and making a
connection with someone.
Learner: People exceptionally talented in the
learner theme have a great desire to learn and
want to continuously improve. The process of
learning, rather than the outcome, excite them.
18 Student will describe

personal leadership style
. and/or personality style
including strengths and
weaknesses and examples
of application (Sources =
Leadership style
inventories, the L.P.I., Type
Focus (MBTI), LAMP,
DISC, and other career
inventories, etc.)
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)

knowledge of the “Scientific
Management” theory of
leadership by Taylor

above theory (Taylor)

knowledge of the
“Management by
Objectives” theory of
leadership by Drucker
above theory (Drucker)

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

above theory (MacGregor)
27. Student will show HDF 190 Activism work, In HDF 190 we learned and are able to identify
knowledge of the “Servant
Leadership” theory of
class meetings, and reflect on Greenleaf’s 10 characteristics of
leadership by Greenleaf texts, speakers Servant Leadership. The 10 characteristics are
listening, empathy, healing, awareness,
persuasion, conceptualization, foresight,
stewardship, commitment to the growth of
people and building.
community.www.greenleaf.org
28. Student will describe HDF 190n Activism work I apply Greenleaf’s theory when I am doing
above theory (Greenleaf)
activism work. I do a lot of public speaking
about my peers and my concerns as a
Providence student.

knowledge of the “Principle
Centered Leadership”
theory by Covey

above theory (Covey)

knowledge of the “14
Points / TQM” theory of
leadership by Deming

above theory (Deming)

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

above theory (Sashkin)

knowledge of the
“Individuals in
Organizations” leadership
theory by Argyris

above theory (Argyris)
37. Students will demonstrate HDF 190 Class meetings Values: First discover the values, the core
knowledge of the “4 V’s”
theory of leadership by of our identities. We begin the process of
Grace (Center for Ethical integrating our unique values with our
Leadership)
choice making.
Vision: the ability to frame our actions in

service to others within a real picture of
what ought to be.
Voice: Our voice is the process that clear

our vision to others in an authentic and
convincing way that animates and
motivates them to action.
Virtue: We become what we practice. We

foster virtue by practicing virtuous
behavior. Striving to do what is right and
good. In this way, we develop the
character of virtue.
https://brightspace.uri.edu/content/enforce
d/90813-2206_222426_7000_0000_6W2/
Ethical%20Leadership%202020.pptx.pdf?_
&d2lSessionVal=kSRDp4pYY1CgcK8JsE
UyY9wcn&ou=90813
38. Student will describe HDF 190 Class meetings I have put these actions together when I was in
above theory (Grace)
and activism work school. A few students and I needed to bring an
issue to our principal. I have also used these
actions in the organization I am in. I plan on
using these values on campus in the fall.

knowledge of the
“Situational Leadership”
theory by Hersey &
Blanchard

above theory (Hersey &
Blanchard)
41. Student will show HDF 190 School, activism ● Leadership is:
knowledge of the
“Relational Leadership”
work ● Learnable
model by Komives, ● Able to occur within and outside of
McMahon & Lucas positional roles
● Requires a way to engage with the
world in which the leader holds
herself/himself as always in relation
with, and therefore morally
accountable to others.
● Purposeful
● Vision that motivates then group
toward a common goal
● Inclusive
● Takes into account different identities
● To create a more equitable group
● Involves those outside of the group
● Empowering
● Other should get involved
● Lets remove barriers to get more
women in construction
● Ethical
● The standards the group holds
themselves to
● Influences how the group will come to
a decision
● Process-oriented
● How you greet the group
● How do you stay determined
● How do you achieve your goal
● Calls for leaders to be:
● Knowledgeable
● Aware of themselves and others
● able to act
https://www.youtube.com/watch?time_continue
=4&v=kswcW9e3tXc&feature=emb_logo
42. Student will describe HDF 190 School, activism I did not recognize this theory while I was in
above theory (Komives et
work school, but I recognize it when I am doing
al) activism work. In highschool I did not witness all
of the practices of this theory, only some. I
mostly see the opposite of this theory.
Student will show
43. HDF 190 School, class *It is a basic theory – based on observation
knowledge of the concept
of constructivism meetings and scientific study – about how people
learn. In this method, people are thought to
construct their own understanding and
knowledge of the world, through both
experiencing things and reflecting on those
experiences.
*When we have the opportunity to learn

something new, we have to process that
new information in the context of what we
already know, who we are, and our own
unique experiences.
* As a result, our new ideas or knowledge
might change what we previously believed
or knew to be true, or we could make a
rational decision to discard the new
knowledge we have learned as irrelevant or
unimportant to us.
* Either way, individuals are the creators

of their own knowledge in this view.
* Therefore, in order to learn, we must ask

questions, explore, research and
continually re-assess what we
know.
https://brightspace.uri.edu/content/enforced/90
813-2206_222426_7000_0000_6W2/Construct
ivism.pdf?_&d2lSessionVal=4I1Qg4ryfFcu5j
MUR1Fp2DzPC&ou=90813
44. Students will describe HDF 190 Class meetings I did not know what constructivism was until I
personal examples of
implementing
took HDF 190. This class helped me
constructivism understand it now I will be able to identify
examples of it.

knowledge of the
Experiential Learning
Model (Kolb)

Experiential Learning
Model (Kolb)
47. Student will show HDF 190 Class module and Collaboration
knowledge of the “Social
Change Model of
meetings
Leadership Development”
– Working together, sharing responsibility,
by Astin et al
authority, and accountability in achieving
common goals
– Capitalizes on the multiple talents and

perspectives to generate creative solutions and
actions
• Common Purpose
– Collective aims, values and vision
• Controversy with Civility
– Disagreements and disputes are inevitable

– Allows for thoughtful and considered
difference of opinions
to be heard
• Consciousness of Self
– Awareness of personal beliefs, values,

attitudes, emotions
– Mindfulness
• Congruence
– Walking the talk
• Commitment
– Demonstrated by significant involvement,

investment
of time and emotional passion – Follow-through
https://brightspace.uri.edu/content/enforced/908
13-2206_222426_7000_0000_6W2/Overview%
20of%20SCM.pdf?_&d2lSessionVal=4I1Qg4ryf
Fcu5jMUR1Fp2DzPC&ou=90813

above theory (Astin et al)
49. Students will demonstrate

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

above theory. (Komives et
al)
51. Students will demonstrate

knowledge of the
Strengths-Development
Model by Hulme et al

above theory (Hulme et al)

knowledge of behavior
theories of leadership from
Michigan and Ohio State

above theories (Michigan &
Ohio State)
knowledge of Charismatic
leadership

above theory

knowledge of contingency
approach to leadership by
Fiedler

above theory (Fiedler)

knowledge of Path-Goal
theory by House

above theory (House)

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

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

knowledge of Leadership
Substitutes Theory

above theory

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

impact of traits on
leadership emergence and
performance

knowledge of Chaos
approach to leadership by
Wheatley

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

how cultural anthropology /
. paradigms relate to
leadership

personal example of using
. cultural anthropology /
paradigms as a leader

knowledge of the “Cycles
. of Socialization” (Harro)
theory and its uses in
leadership
72 Students will demonstrate

. “Cycles of Socialization”
(Harro)

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

. “Cycles of Liberation”
(Harro)

knowledge of the
. “Configuration of Power”
(Franklin) and its
relationship to leadership

. “Configuration of Power”
(Franklin)

knowledge of racial
. identity development
(Cross & Fhagen-Smith;
Rowe, Bennett & Atkinson;
Ferdman & Gallegos; Kim;
Horse; Renn etc.)

personal application of
. model(s) of racial identity
development above

knowledge of models
. related to gender / identity
/ gender identity
development (Lev;
Bussey; Bussey &
Bandura; Bilodeau;
Gilligan; Belenky et al;
etc.)

.
model(s) of gender identity
above

knowledge of 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.)

additional social identity
development model(s)
above

knowledge of McIntosh’s
. theory of privilege and its

. 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)

knowledge of relevant
laws and policies related
to issues of equity and its
(i.e., Title IX, Affirmative
Action, Protected Classes,
etc.)

knowledge of effective
. leadership as it relates to
change agency

personal examples of
. being a change agent

knowledge of the “Model
of Intercultural Sensitivity”
by Bennett and its uses in
leadership

. “Model of Intercultural
Sensitivity” by Bennett
knowledge of the ally
. Action Continuum by
Griffin & Harro

Action Continuum by
Griffin & Harro

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

application of the
. Multicultural
Organizational
Development Model
(Jackson)

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

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

personal code of inclusive
. leadership
Outcome Category: Critical Thinking

98. Student will show knowledge

of principles of critical thinking
and fallacies (logic is used in
this minor)

proficiency of critical thinking
100 Student will show knowledge

of metaphorical analysis to
. critically analyze self and
leadership situations

proficiency of metaphorical
. analysis to critically analyze
self and leadership situations

of at least five decision
. making methods
103 Student will describe personal
examples of having used five
. decision making methods

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

examples of having used five
. problem solving / conflict
management
106 Student will demonstrate the

ability to synthesize multiple
. knowledge perspectives
(course work), competencies
(communication, writing,
information literacy or
mathematical/statistical skills)
and responsibilities (global,
diversity & inclusion or civic
knowledge)

knowledge of leadership that
. is used in crisis (i.e., James &
Wooten; Garvin; Covey;
Frohman; Lalonde;
Schoenberg; Joni; Braden et
al; etc.)

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


knowledge of active listening
. techniques

examples of using active
. listening skills

knowledge of functions of
. group communication by
Hirokawa

application of functions of
.
group communication
(Hirokawa)

of techniques regarding giving
. and accepting of feedback

examples of giving and
. accepting feedback.

of the 7D coaching model
. (Knott)

personal application of the 7D
. Model (Knott)

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

examples of engaging in a
. Crucial Conversation

knowledge of facilitation
. techniques

proficiency of facilitation
. techniques

knowledge of de-briefing
. techniques

proficiency of de-briefing
. techniques

knowledge of framing based
. on psychology and its use in
group facilitation

proficiency of framing based
. on psychology and its use in
group facilitation

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

application of organizational
. analysis using the four frames
of organizations, and breaking
the frame / reframing (Bolman
and Deal)
of organizing meetings /
. setting agendas / and leading
meetings

examples of organizing
. meetings / setting agendas /
leading meetings

of Parliamentary Procedure
.

of techniques for working with
. difficult people

examples of using techniques
. to work effectively with difficult
people

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

examples of group
. development in use
(Tuckman/Tuckman &
Jensen, Bennis or others).

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

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

of effective memberships
. skills in groups

examples of membership
. skills in use

of the Challenge and Support
. theory by Sanford, and its
relationship to organizations

examples of using the theory
. of Challenge and Support
(Sanford)

of the construction / elements
.
of informative and persuasive
speeches

proficiency in informative and
. persuasive public speaking

of planning and conducting
. interviews (as the interviewer)

examples of planning and
. conducting interviews (as the
interviewer)

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

examples of preparing for and
. being interviewed

of effective collaboration /
. coalition building (Sources:
Cilente/Komives et al; NCBI;
etc.)

examples of working in
. collaboratives/coalitions

knowledge of techniques to
. communicate and engage in
difficult dialogues related to
diversity and inclusion.

proficiency in communicating
. and engaging in difficult
dialogues related to diversity
and inclusion.
150 Student will describe ways to

maintain accountability in
. leadership / member
relationships

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

build relationships between
. leaders and members

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

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

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

standards in influence
.

influence applies to
. leadership

principles of effective
. mentoring, as well as
problems particular to the
mentoring relationship

examples of mentoring and
. being mentored

principles of effective peer
. leadership, as well as
problems particular to peer
leadership

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

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LEADERSHIP

Name: Salimatou Kaba

● Center for Student Leadership Development Information

ADVISING INFORMATION ​(students will include own documentation)

● Tracking Sheet / Advising Updates

● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories,

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

● Engaged and experiential learning through a constructivist approach

Minor in Leadership Studies

● Regardless of your major, you can minor in Leadership Studies.

CORE REQUIREMENTS- 9 Credits

MINOR ELECTIVES-9 credits

Becoming a Positive Leader through Development & Involvement

Outcome Category: Self-Leadership

1. Student will demonstrate

3. Student will demonstrate

4. Student will demonstrate

5. Student will demonstrate

6. Student will express a

7. Student will demonstrate

8. Student will express a

9. Student will demonstrate

10 Student will demonstrate

11 Student will describe goals

12 Student will show evidence

13 Student will show

14 Student will show

15 Student will show

16 Student will show

18 Student will describe

Outcome Category: Leadership Theories

19. Student will show

20. Student will describe

21. Student will show

22. Student will describe

23. Student will show

25. Student will show

26. Student will describe

29. Student will show

30. Student will describe

31. Student will show

32. Student will describe

33. Student will show

34. Student will describe

35. Student will show

36. Student will describe

Vision: the ability to frame our actions in

Voice: Our voice is the process that clear

Virtue: We become what we practice. We

39. Student will show

40. Student will describe

*When we have the opportunity to learn

* Either way, individuals are the creators

* Therefore, in order to learn, we must ask

45. Student will demonstrate

46. Student will describe

– Capitalizes on the multiple talents and

– Collective aims, values and vision

• Controversy with Civility

ADVISING INFORMATION (students will include own documentation)

106 Student will demonstrate the