Inventory 2013

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)
Tracking Sheet / Advising Updates
Syllabi of Minor Classes (Core and Electives)
Internship
o Guidelines
o Syllabus
o Mid-term
o Final
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership, Critical
Thinking)
Targeted Classes
Experiences
Evidence
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 (Komivies, 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 deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits

Required Element
Introductory Course
3 credits
Internship
3 credits
Class options
HDF 190: FLITE
Only offered in spring for first-year students
HDF 290: Modern Leadership Issues
Offered Fall and Spring for sophomores & juniors
HDF 417: Leadership Internship
Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
internship experience for graded credit
or
or
Experience through Office of Experiential Learning & Community Engagement

or
Capstone
3 credits
Internship Class in Academic Major
The only time the major and minor can overlap
HDF 412: Historical, Multi-ethnic & Alternative Leadership
Offered only in the fall with preference given to seniors
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
or
BUS 441: Leadership Skills Development

or
HPR 411/412: Honors Senior Seminar

Portfolio
1 credit
Notes
HDF 492: Leadership Minor Portfolio
Offered in the fall and spring with Dr. Cooper

Must be in Honors or have GPA of 3.3
Taken last spring semester of enrollment (some exceptions)
MINOR ELECTIVES-9 credits

*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 402: Leadership and Motivation (capstone option)

COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
HDF 416: Leadership in Organizations

HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
COM 208: Argumentation and Debate

COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
GWS 150: Introduction to Womens Studies

GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: FirstYear Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, MultiEthnic, & Alternative Leadership
(capstone option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
MSL 201: Military Skills and History of Warfare

MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
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
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
Learning
Teaching
Personality
Membership
Leadership
PROGRESS
Time management
Organization
Self care
Self discipline
Perseverance
Develop and maintain family,
interpersonal, and intimate relationships
Academic, social, personal goals and
objectives
P
R
O
G
R
E
S
S
RE-EVALUATE
former stages as you
progress
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
3. Broaden Your Perspectives

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

Outcome
Target class
1.
Student will demonstrate autonomy and a

minimized need for approval
Scholarship Chair of
Phi Gamma Delta
2.
Student will demonstrate personal,

organizational, and academic examples
of self-discipline
Phi Gamma Delta
3.
Student will demonstrate the ability to

manage emotions
Student will demonstrate knowledge of
stress management methods
4.
5.

manage stress
Additional Experiences
This semester I was appointed as the Scholarship Chair of my fraternity. My main job at the beginning
of this semester was to compromise a set of study hours for the brothers of the fraternity that had
below a 2.5 accumulative GPA. I had to set up a few meetings with my committee in order to set up the
academic standards of the fraternity and what our plan was going to be concerning how many hours it
was going to be, where they were going to be taken place, and the point behind them. I needed to take
charge and sit and think and move on with the academic plan of the fraternity so I had to make some
decisions on my own and trust in my judgment to take control. I was able to control and not have the
help/approval of others since I have the confidence in my ability to manage the position. In the end I
took it upon myself to establish study hours and with my own power. I was able to do all of this by
making sure I met all of my philosophical beliefs of the value of scholarship and self.
This past fall semester, I pledged The Fraternity of Phi Gamma Delta and ended up being the pledge
class president. As president I had to set an example for my pledge brothers while maintaining a highlevel of academic achievement, being involved in the URI community, as well as maintaining outside
friendships. In order to do all of this, I had to cut out many different pleasures in my life such as video
games, watching Netflix, playing lacrosse, and doing nothing. I also had to create a schedule where I
established designated study times around my SAA and pledge meetings so I could get my
homework/studying done along with being an active general member and pledge. I consider my
successful since I produced promising results in all aspects of my life. I still continue to do this with a
to-do list and I make sure to stick to it in order to achieve all my goals. I definitely was able to achieve
self-discipline through growing up and taking an initiative in my life which reflects upon my high
performance in the classroom and in the URI community.
Phi Gamma Delta
URI 101
Descriptive notes regarding learning and practice
Campus Involvement
In order to manage or avoid stress is to do bigger assignments or study in advance so you do not wait
till last minute to accomplish everything and underperform. Setting a timeline in advance can allow you
to avoid unneeded stress and manage it better when big tests and assignments arise. I also have
learned taking a break from studying and doing school work is a great way to manage stress. Getting
involved in a club/organization or even just going to the gym allows students to keep care of
themselves physically and mentally since stress takes a toll on the body. Being able to take care of
yourself is huge. Another important stress management method is having mentors people close to you
that you can take to. Having close friends at college gives you people to talk to and keep yourself sane
and making rational decisions to deal with stress. I have experienced this first hand in my fraternity with
my older brothers. They provide great mentorship and someone I can vent and figure out any daunting
problems in my life My fraternity stresses time management which is huge when it comes to managing
stress because if you can manage your time efficiently, you will be able to feel less stressed and more
prepared to tackle life on. Managing stress requires being able to take care of yourself and managing
your life.
Managing stress is vital for college students nowadays. For myself, campus involvement has been my
biggest stress management reliever because it allows me to get away from my academics and do
things I like to do and discover passions outside of my major. I have two different worlds in my life
which allowed me to relax while developing a study plan in order to get my work done and thrive at the
collegian level. My stress was immediately relieved when I left the world of homework and studying
when I had something to do for pledging for my fraternity or had an office hour/meeting for SAA. It gave
me mentors to go to whenever I had a scheduling problem or a school problem and they immediately
helped out and allowed me to make the right decision for success. Campus Involvement also allowed
me to realize I had to set up a schedule for all of my activities which helped me relax realizing if I follow
6.
Student will express a personal code of

leadership / membership ethics
HDF 190
7.
Student will demonstrate practice of the

personal code of ethics
HDF 190
Phi Gamma Delta
8.
Student will express a personal values

statement
HDF 190
FLITE Retreat
9.
Student will demonstrate practice of the

personal values statement
HDF 190
my hourly schedule I will be able to accomplish everything I need to do so I would not freak out if I were
to miss something and add onto my stress. I was able to get all of this information from my URI 101
class with the help of my mentors who provided me with the information to get involved and the ways to
manage my college life. Having different worlds, having mentors, and setting up a schedule were my
stress management methods. I also learned from my timer here at URI the best way to manage stress
is to be organized and willing to speak to others when you need a problem. Being able to keep a
balance in ones life and keeps everything in check allows people to feel less stressed and more
powerful in uncertain situations.
In HDF 190, I have been able to develop more of a personal code of leadership/ membership ethics. I
have been able to do it through especially through the Four Agreements. The Four Agreements have
given me a code that I can follow by which I have been able to think about how each of the agreements
apply to me and my life. It has been a good thing to learn since it a lot of the class has been built off of
these four agreements. All of the leadership models and strengths relate back to this and I feel as if my
leadership style and membership ability rely on the Four Agreements.
During these past two semesters, I have recently joined and gotten involved with The Fraternity of Phi
Gamma Delta and my HDF 190. In our fraternity, we stand by a series of five values and priorities that
make us the Phi Gam gentlemen that we are. I constantly think about these values and priorities on
daily basis and try to live by them every day. It allows me to connect my values from FLITE and
become a better brother and student with the combination of the values of being a brother in Phi
Gamma Delta. I try to go about and pursue knowledge not just academically but through others and try
to do my best to achieve the highest level of knowledge so I can make impact on those around me. I
also try to do things morally in order to be just man because if you are not, you are cheating yourself
and the others around you. Finally, I strive for excellence in order to the best I can possibly since I able
capable of doing anything I put my mind to while exceeding expectations and setting new standards at
the same time. I am then able to develop a perspective on life through my fraternity experience and
reflect on this value in FLITE when looking at the VIA results and then seeing the connection in talk. I
am also able to see where the value of Hope falls in my life. I realized that I like to place trust in others
that they will grow and this comes out of morality since you should have trust and hope for the best and
not be selfish when putting Hope into someone.
During our FLITE retreat in our small groups, we got to know each other a little better by figuring out
where everyone was from, what they are into, what makes them who they are, etc. Throughout the rest
our group time, we were all able to state in some way or another what our personal values were from
certain subjects we had to talk about pertaining to specific areas or moments in human life that are
very important. We were also able talk about our strengths and VIA results and our thoughts on them. I
chose to talk about my VIA results because I mentioned them in a previous sakai post. I felt as if my
VIA results described me best and contributed most to my style of leadership. My values of
perspective, hope, and perseverance contribute most. My vale of perspective allows me to have a
good grasp on life and reality which allows me to be an influence to others and myself and decisions I
make and my confidence. I also dont lose focus because of hope since I make sure to take control of
any situation or problem that occurs and work hard with others to achieve success. This then leads into
my value strength of perseverance since it shows up in my ability to work hard and make sure to
produce in my organizations especially in leadership roles since people tend to evaluate success on
how much you do and how well you do it. Retreat allowed me to reflect on my style leadership and how
my values relate to it and make me JT.
For HDF 190, we took the VIA assessment outside of class to find out what our top values were. The
next time we had class, we switched rooms ending up with Robert and spent the whole class
discussing our VIA results and where we stood and felt about them. My top five VIA strengths were
perspective, curiosity, hope, perseverance, and teamwork. My first value strength is perspective and it
means to me that I am a very wise person and people tend to come to me advice since they hold my
opinions and knowledge very highly. Then my second strength is curiosity and shows that I am
someone that covets knowledge and finds discovery and exploration important. My third strength is
10
.

lead a project from start to finish (followthrough)
11.
Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues
Student will show evidence of goals and
objectives that were planned and
achieved
Student will show knowledge of the
Hierarchy of Needs theory by Maslow
12
.
13
.
14
.
15
.
16
Phi Gamma Delta
hope which means I believe that everything will work out and I expect only the best for myself in the
future. I also work to achieve success and take control of my life since I am the only one that can do
something about it. My fourth strength is perseverance and I am someone that likes to work and finish
my tasks and I get pleasure out of completing them. Then my final value strength is teamwork. I do my
best work when I have the help of others. I also like to be loyal and develop relationships with those in
my organizations so we can share our success together and celebrate it. My VIA results definitely line
up with who I am and what I stand for.
As Scholarship Chair of my fraternity I had to set up an academic plan for the house. My plan consists
of setting up study hours, creating a scholarship report, recording the hours and handing out
punishments to those that have not attended. So my project for the term was to carry out the plan I had
set up with my scholarship committee along with the rest of my fraternity during our retreat with our
field secretary. I then had to go about starting it up and get it going in the house and motivate brothers.
I also need to be able to work with my study hour proctors and executive board in order to make sure
people go or get punished. The big thing that needs to be accomplished is attendance and my
attendance plan is easy to do and can be done every time no matter what materials you have. So I
take in the attendance and make sure it is prepared correctly and available to other brothers. The over
time I was able to go back and make changes to my project and improve it due to the help of a brother
in the house who provided effective feedback and guidance to create a self-sign in sheet at the
circulation desk in the library. The big thing in carrying out a project is taking an initiative and planning
out a timeline and following it the whole way through. That is how I carried out a project from start to
finish.
Student will show application of Maslows

theory to own life
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., StrengthsQuest,
Type Focus (MBTI), LAMP, and other
career inventories, etc.)
Student will show knowledge of the theory

of Superleadership by Manz & Sims
HDF 190
For HDF 190, we took the StrengthsQuest assessment in order to find out what our personal strengths
were. My strengths in order were includer, self-assurance, strategic, communication, and kindness. My
strength of Includer, means to me that I am someone who is very empathetic and like to include people
in the groups and societies that I am involved with in order to see them benefit from the support system
each of them provide in character development. Then my strength of Self-Assurance goes to show that
I am very self-confident person in the fact I can deliver under pressure and make the right decisions
regarding the way I manage my life. My strength strategic works well with my strength of selfassurance since I am able to evaluate situations and problems very quickly and strike on them with no
hesitation and I am also able make to correct decisions in order to reach a certain path or goal. Also,
my strength of Significance makes sense since I like to achieve and accomplish goals and be noticed
for those goals. I also try hold leadership positions in my organizations which makes people have to
listen to me at times while sometimes coming me to ideas and suggestions in order to make myself
better or to improve in my area of expertise. Finally, my last strength of Communication correlates with
my ability to come up with a message in my head and be able to communicate the message in such a
way they are able to understand the message and they receive it the way I wanted them too. During
class discussion and thought I was able to realize how accurate my strengths were and how they relate
to my style of leadership.
.
17
.
Student will show application of Manz &

Sims theory to own life
Outcome Category: Leadership Theories

Outcome
18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
26
.
27
.
28
.
29
.
30
.
31
.
32

Authority and Bureaucracy theory of
leadership Weber
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)
Student will show knowledge of Theory
X and Theory Y theory of leadership by
MacGregor
of the above theory (MacGregor)
Servant Leadership theory of leadership
by Greenleaf
of the above theory (Greenleaf)
Principle Centered Leadership theory
by Covey
of the above theory (Covey)
Student will show knowledge of the 14
Points / TQM theory of leadership by
Deming
of the above theory (Deming)
Target class
.
33
.
34
.
35
.
36
.
37
.
38
.
39
.
40
.
41
.
42
.
43
.
44
.
45
.
46
.
47
.
48
.
49
.
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)
Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
Situational Leadership theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
Relational Leadership model by
Komives, McMahon & Lucas
of the above theory (Komives et al)
concept of constructivism
Students will describe personal examples
of implementing constructivism
experiential learning in leadership
development (Kolb)
of experiential learning in leadership
development (Kolb)
Social Change Model of Leadership
Development by Astin et al
of the above theory (Astin et al)
the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
50
.
51
.
52
.
53
.
54
.
55
.
56
.
57
.
58
.
59
.
60
.
61
.
62
.
63
.
64
.
65
.
66
.
67
.
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
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
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

Outcome
68
.
69
.
70
.
71
.
72
.
73
.
74
.
75
.
76
.
77
.
78
.
79
.
80
.
81
.
82
.
Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the Cycles of Socialization (Harro)
theory and its uses in leadership
Students will demonstrate personal
application of the Cycles of
Socialization (Harro)
the Cycles of Liberation (Harro) theory
and its uses in leadership
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 via the Cross,
Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
development above
McIntoshs theory of privilege and its
relationship to leadership
application of McIntoshs theory
Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership
Student will show knowledge of effective
leadership as it relates to change agency
Student will describe personal examples
of being a change agent
Target class
83
.
84
.
85
.
86
.
87
.
Student will create a personal code of

inclusive leadership
the Model of Intercultural Sensitivity by
Bennett and its uses in leadership
Students will demonstrate personal
application of the Model of Intercultural
Sensitivity by Bennett
the ally Action Continuum by Griffin &
Harro
application of the Action Continuum by
Griffin & Harro
Outcome Category: Critical Thinking

Outcome
88
.
89
.
90
.
91
.
92
.
93
.
94
.
95
.
96
Student will show knowledge of principles

of critical thinking (logic is used in this
minor)
Student will demonstrate proficiency of
critical thinking
Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
Student will show knowledge of at least five
decision making methods
Student will describe personal examples of
having used five decision making methods
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 methods (if student has been
trained in mediation, that information goes
here)
Student will describe what it means to
analyze, criticize, synthesize and utilize
Target class
.
97
.
98
.
information as a leader
leadership that is used in crisis
Student will describe examples of
leadership in crisis situations
Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome
Target class
99.

active listening techniques
HDF 190
COM 100
100
.
Student will describe examples of using

active listening skills
COM 100
IFC Meetings
Activing listening is much more than listening to someone speak. Active listening requires the listener
to be completely and actively engaged with the speaker. As the listener you should try to make eye
contact with the speaker and smile and nod as well. This shows the speaker that you are listening and
absorbing what they have to say. Some other effective active listening techniques are follow up
questions. Follow up questions show the speaker that you care what they are talking about and you are
thinking about what they are saying and finding ways to help them out. Another great technique is
reaffirming what the speaker said. When you do this, you can eliminate a lot of future confusion and
stress. You will be able double check what someone said to make sure you have the right details.
Active listening requires you have to have your full attention. In order to give someone your full,
undivided attention you should try to turn off all cellular and computer devices along with not talking to
others while the main speaker is talking. Allows you and the possible others around you to hear
everything the speaker says along with being respectful. I learned all of these nonverbals and
techniques in my COM 100 class. You also need to be able to break down barriers and go through the
whole listening process as well by sensing and interpreting all information given. We analyze how
people communicate on a daily basis and what is effective listening and how it can influence the person
you are having a conversation with, it is a very beautiful thing. Active listening techniques are very
important in leadership and life.
On Monday nights at five, my fraternity sends me and another representative to attend the IFC
meetings. At these several meetings that we go to, a big thing is that we must record minutes and listen
attentively to everything that goes on and ask questions when necessary to better understand
expectations, deadlines, rules, etc. Quick notes on the agenda are huge as well. We also actively listen
by making eye contact putting all of our attention into the executive board and service officers. When
actively listening in a meeting you should also try to communicate as much as possible with those
running the meeting by confirming specific and important points or restating what one said due to
controversy concerning a certain matter that others are struggling to understand. The same active
listening skills apply to our time in the classroom. Especially in HDF 190, active listening is very
important since we constantly talk and collaborate in small groups during activities/tasks where we
have to work in groups. In our group we allow each other to talk when it is their turn to do so and give
feedback and suggestions or even ask questions to show that we were actually listening and
considered the ideas. Again I also use eye contact and nod to person whenever they speak to give
them confidence and show them that they matter and I am actually trying to retain the information.
These are just some basic techniques used in active listening.
101
.
102
.
103
.
104
.
105
.
106
.
107
.
108
.
109
.

functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
Student will show knowledge of techniques
regarding giving and accepting of feedback
Student will show knowledge of organizing

meetings / setting agendas / and leading
meetings
Phi Gamma Delta
110.

organizing meetings / setting agendas /
leading meetings
Phi Gamma
Delta
(Scholarship
Meeting)
Student will describe examples of giving

and accepting feedback.
facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Running a meeting isnt easy, but it is definitely doable. When organizing a meeting you should try to
make sure everyone is in agreement and knows where, when, and how long the meeting is. You also
need to organize how the meeting is run. You need to know how long it is and how long you will have
for possible committee reports or just your report, new/old business, announcements, open discussion,
etc. You also want to structure the meeting making sure it is interactive and everyone is engaged.
There is nothing worse than having a long and boring meeting where you lose everyones attention and
possible future attendance. Setting agendas are a huge part to having a successful meeting. You need
to plan out what tasks, future deadlines, problems, and more are said and discussed and have a plan.
Then when leading a meeting I like to think of myself as a mediator. You make sure the meeting flows
and everyone is engaged. Also, you should try to limit the amount of taking and break up arguments
between people if it gets way too heated. As being a mediator you try to regulate the meeting and
make sure nothing goes too wrong so the purpose is not lost. If I were to go into a meeting and talk
from the moment it starts to the moment it ends I would have accomplished nothing since not a single
person in the meeting would have listened to my whole, boring lecture. You need to put yourself on the
level of others and use the power you have as a chair, executive board member, etc. only when
needed. I have seen this upfront and personal from our chapter president Nick Hetland who has set an
example for me and show all the qualities of being able to run an effective meeting. Running a meeting
isnt easy, but it can be done.
In my fraternity I am the scholarship chair for this spring semester and this upcoming fall semester. As
the chair, I have to set up meetings and make a personal agenda of what I want done and I how I am
going to go about it. I setup my meetings usually by talking to my other committee members on an
constant basis about what days work best for them a meeting is necessary. Once we have set the
meeting time, date, and location, I will then go into my notebook/planner and detail what issues or
tasks that need to be dealt with. After that I will open up the meeting and state the purpose of the
meeting and why we are here and the goals that needed to be accomplished before we adjourn. As I
lead the meeting, I act more as a mediator since I allow my committee to bounce ideas back and forth
and how we are going to tackle everything. Once we have some ideas, I continue to run the meeting
allow my members to collaborate some more till I need to step in and calm anything down or make
wise of the situation. Once you have come up an academic plan and everyones roles in the plan, I will
again repeat and review what we went over in order to make sure everything is still in good standing
with the committee. If everything is good we will adjourn, but if anything is still up in the air I will step in
and make an executive decision with the executive board on what is the best decision for the fraternity.
Running a meeting from start to finish is not an easy job, but definitely can be accomplished.
111.
112.
113.
114.
115.
116.

Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
Student will show knowledge of the stages
of group development (Tuckman, Bennis or
others)
group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
HDF 190
Leadership Institute
117.

group dynamics and group roles
HDF 190
Leadership Institute
118.
HDF 190
Phi Gamma Delta, SAA
In HDF 190 and at the First-Year Leadership Institute I was able to learn and experience firsthand
group dynamics and group roles. At the leadership institute, we were obviously separated groups and
over that weekend our group became so close that we were almost family. We were able to make
meaning of why we were there and how we were all there for similar reasons. We were able to behave
congruently and build each other up during activities and reflective sessions. We were then able to
build visions of how we would make an impact at the University as a group of incoming college
students. I was also able to experience group dynamics and group roles during HDF 190. I have
learned a lot about how a group should interact effectively to encourage success and personal growth.
We have studied a series of leadership models that have made me notice how successful groups
sustain the level of excellence that they do. I have begun notice a lot of the aspects from the different
leadership models being used in groups and the groups that do have great members who are close
and know their roles and where they stand. Groups will be able to avoid conflicts as much as possible,
but also being able to approach problems that are unavoidable. Group dynamics are mainly built
though through the quest for a uniform goal. It unites everyone and establishes roles in this quest.
Group dynamics and roles are established through a uniform goal and group bonding.
During my time at Leadership Institute, the big thing we did was group development. Group
development starts at group bonding. In order for a group to bond you have to break some boundaries.
You got to learn about the others in the group so you can connect and work with them and know how to
interact with them. Group development also come through group activities, ice-breakers, etc. A big
thing I noticed is that groups learn a lot about themselves when they have timed or scored group
building activities. This allows everyone to find what their role in the group will be and see the true
colors of others. The more you do these type of activities, you will establish group personalities and
how everyone works, but then you also learn how to bring the others up in the group and make the
group better. I also noticed the same thing has happened in our small groups during class. During our
class activity where we were timed to make the tallest free standing object with only a limited number of
supplies. We were able to establish everyones role in the group and how we work together. Then we
were able to encourage others to help and guide them in the activity. Group discussion and quality time
together, like what we had at retreat, allowed us to get close as a group and see how everyone thinks
and believes in. I was also able to take the knowledge that I gained specifically from the relational
leadership model and use it during any group work or project I do inside and outside the classroom so
my groups could build relationships and work toward similar goals so we can accomplish all tasks.
Group roles are established over time through group bonding and relationship building so everyone is
on the same page.
When working in a group, members should display proper membership skills. That means staying up to
memberships skills in groups
119.
Stescribe personal examples of

membership skills in use
120
.
121
.
122
.

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
HDF 190
COM 100
Phi Gamma Delta, SAA
date with everything going on and contributing to the group as much as possible. Specifically in HDF
190, I have learned when you are the member of a group you need to make a commitment to that
group and collaborate with that group. I also learned that you need to be willing to accept everyone and
work with them since they could potentially be productive and outstanding members. Also being a good
influence on the group is key in producing results. I also have learned and observed outstanding
membership skills in my fraternity and SAA. In both of these organizations, my brothers and other
members of SAA show one common aspect when being a member which is passion. We all have a
passion for the organization we are involved and are willing to make sacrifices for the betterment of
everyone and the organization. Specifically we are all making a commitment to the organization and
behave as professional as possible since we have similar goals and aspirations for each organization.
To be an outstanding member, one needs to go out of their way and do things that they are not asked
to do. The same is done in my fraternity, especially in our basic expectations so again we hold people
accountable for their actions and encourage others to be better members and men. This is where true
success comes from and shows great membership skills. Being able to take time out of your life to put
in the necessary time to make a difference separates good brothers from great brothers which I have
noticed specifically in my fraternity. Flexibility and being moral are huge as well since you need
members that can be reliable and good influences for new and younger members so they can grow
and develop to older leaders/mentors for the future new members. Membership skills are essential to
having a successful group.
I have seen membership skills in use inside and outside of the classroom. In HDF 190, specifically in
our small groups, we have a group project going and me as a member is making a time commitment to
the group to put the best possible product out there. I also made it a priority for myself and the group
that we will be respectful and accepting each other so we can bond and have the same visions for the
project. I also have displayed exceptional membership skills in my fraternity. A huge part of my life is
devoted to the improvement of the brothers and the chapter. I try to take full advantage of all the
opportunities I am presented with and I also try to go out of my way and do things not expected of me
to improve the chapter. Then I try to act morally in order to be a good influence on the house and the
brothers for personal growth. The same also happens in the Student Alumni Association (SAA).We are
a bunch of overachievers that are committed to this group and want to do our best possible work. We
all want to bring each other and have the best interest in mind for the organization and the future.
Again, many members dedicate so much of their free time to the organization and were not asked to
so. We all have the ability to do so, just depends on the person and their level of passion. Membership
skills have been used in my classes and organizations.
In my COM 100, we spent a few classes discussing chapters concerning speeches, specifically
persuasive and informative. Persuasive speeches are aimed to convince the audience to believe into
what you are trying to sell them. Then on the other hand, informative speeches are aimed to educate
an audience on a specific subject. Persuasive speeches have the general purpose to persuade an
audience to a desired view. These types of speeches typically contain statistics/evidence in order to
build credibility and professionalism in the eyes of the audience while catching their attention and
making them differently than they did before. Also being able to organize your speech in such a way
that your argument sounds well planned is huge since it again gives you credibility. Informative
speeches are different because the general purpose is to educate your audience on a certain subject,
while making sure you are not being opinionated, etc. Typically, subjects chosen for informative
speeches, the audience has a broad understanding of the topic and your job is to broaden that
understanding. You can organize your speech by using an outline and for the outline you have different
123
.
Student will demonstrate proficiency in

informative and persuasive public speaking
124
.
125
.
126
.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
127
.

preparing for and being interviewed
COM 100
HDF 190
HDF 190
VIA Results
Phi Gamma Delta
SAA, HDF 190
options for what type of patterns you can use so you have a well-planned out speech. In my COM 100
class, we also discussed that in informative speeches you need to provide all evidence so you do not
appear bias as well. Informative and persuasive speeches needed to be well planned out and credible
I first learned and practiced informative and persuasive speaking in my COM 100 class. As a class we
were asked to construct an informative speech and rehearse it to the class for a total of three minutes. I
made it a priority to construct an outline, since it was a requirement, and find sources that gave me all
the information I needed to inform my audience about while also building my credibility with them.
When delivering my speech, I made sure to having a very friendly and inviting tone so people would
feel like they were in a learning environment. I also was asked recently to deliver a speech in HDF 190
about servant leadership. I considered this informative speaking since I was educating my audience
about what servant leadership is and I provided evidence from the Greenleaf servant leadership model
which gained me credibility. I also was able to connect with my audience and get them engaged thru
my passionate and friendly tone and analogies. Then persuasive speaking is a whole other deal.
Persuasive speaking you are trying to get an audience to buy into what you are selling them
essentially. I had to deliver a persuasive speech in my COM 100 class and discussed the food industry
and how the problems concerning lie on the consumer. I made sure to integrate statistics and eyeopening facts that would catch my audience off guard and begin to believe into what I was selling them.
Most recently I did a group project where we were informatively speaking to our class about Tinder and
its current status along with research findings.The biggest thing I learned from persuasive speaking in
front of audience is professionalism. Being as professional as possible goes very far people tend to
follow those that appear credible and will listen and believe into what you say. Professionalism in
persuasive speaking also means choosing your words correctly and avoiding hurting others and
creating future dilemmas. I have demonstrated proficiency in informative and persuasive public
speaking.
In my HDF 190, I have learned my top strengths and values and how I use them as a leader. I also
have been able to develop and build onto my leadership platform and why I lead through the different
models we discuss and analyze. With this new knowledge and perspective on leadership, I am able to
effectively communicate with those interviewing me about what I believe and how I can use my
strengths to make a difference and further advance the organization or business. I also have the ability
to use the different leadership models and relate to at least one of them and elaborate more about how
I specifically use that model in my style of leadership. I now have a wealth of knowledge about myself
and leadership that I can use to impress organizations and clubs at the University of Rhode Island
along with major companies when looking for jobs in the future. For example, my VIA results have been
a huge assistance since I have been able to learn who I am as a person and how I lead morally. This is
very helpful information know and be prepared for interviews. I feel like HDF 190 has helped me
developed professionally and given me the tools to market and brand myself to others through basic
interview questions. This how and where I gained my knowledge of preparing for producing effective
answers in interviews.
This past fall semester I interviewed at a fraternity I was interested in. I mentally prepared myself by
asking myself questions that a typical interview would ask. I also had some previous knowledge from
the leadership institute that I could give myself something talk about during it. I also had some previous
experience from several other interviews at fraternities that I could apply to my most important one. I
felt I was not as prepared as I could have been because I did not have the knowledge and experiences
that I gained in HDF 190. In the end was able to think critically on the spot and produce some very
impressive and well thought out answers. Despite the fact I have been denied several positions in
organizations on campus recently, I have felt much more prepared to answer questions more
effectively and show a little more about my capabilities and talents. I feel like I am also able to be less
robotic and sound much more like myself. I was able to successfully to display myself without being
robotic during my SAA interview by answering questions seamlessly and full heartedly. I was able to
then gain entrance into the organization in the fall. I am also able to think more about what I want to
say and answer some very unusual questions effectively. My previous interview experience and the
knowledge I have gained through HDF 190 has allowed to be better prepared for interviews.
128
.
129
.
130
.
131
.
132
.
133
.
134
.

collaboration / coalition building
135
.

building relationships with members as a
leader

working in collaboratives/coalitions
Intercultural communication considerations
Student will demonstrate proficiency in
intercultural communication
Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
Student will describe ways to build
relationships between leaders and
members
HDF 190
HDF 190
Leadership Institute, pledging
Building relationships between leaders and members is very easy. As a leader you should act as an
equal to the members around you. When you act as an equal your members will be more willing to go
out of their way to go to talk you. A leader also can build relationships with other members by making
him/her available. Making yourself available makes you seem like you are on less of pedestal than you
were before. It allows the leader to have some very basic and friendly conversations which creates
friendships which then leads to trust which is huge when having to work as a group or organization.
Ice-breakers are an effective way to build relationships between a leader and members because it is a
way to allow bonding and getting to know something about someone or breaking a touch barrier
possibly which allows relationships to start as well. A leader should also be able to know when to exert
power and when to let go and be immature at time. It shows your members that you are in fact human
and will make you more approachable and less of an enforcer in their eyes. Finally, a leader should be
able to separate different parts of his/her life when being different environments. It is very much like
being a professional. You should have a different demeanor when at work and when you are at home.
If you had the same demeanor you have a t home at work, it may not work and hurt you. The same
applies when building relationships with members when outside of meetings, events, etc.
This past August I attended URIs First-Year Leadership Institute and was a truly great experience.
There I was able to learn how to connect and build friendships with many other great freshman leaders.
I then was able to take that knowledge and apply it to be being my pledge class president. I was able to
connect and build relationships with my pledge brothers by treating them as equals. I treated my
position as being more ambassador so I would not act like I had all the power in the world to force my
pledge brothers to do things. I was more civil and felt that the only way I could be accepted was just
acting like just another one of the guys. I still do the same right now in my fraternity as the scholarship
chair. I understand I have the ability to do certain things, but I try to hold myself to the same standards
to the other brothers in the house who need to do study hours. I try to attend the same study hours and
make the effort to know what is going on their academic lives and how they are doing their classes.
The main thing I have taken away for my experiences as being a leader and connecting with
members/brothers, is putting yourself on their level and not acting like you have power. Just try to be
understanding and make the effort to have an active role in their lives so you provide a person they can
136
.
Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader
Campus
Involvement
137
.

building, maintaining, and repairing his/her
own credibility as a leader
Phi Gamma Delta
SAA
138
.
Student will describe ethical standards in

influence
Parents
HDF 190
go to.
Most people tend to listen to someone who has credentials. People tend to find these people credible
since they have the experience and knowledge to make the right decisions at appropriate times. The
same applies to leadership. People want the most experienced leader leading them in order to ensure
safety and harmony in the organization, society, club, etc. A credible leader is one who had held
previous leadership roles in organizations, clubs, and what not. Experience is something that you
cannot replace. Having previous leadership experience, which is outline in my resume, is huge in the
eyes of other campus leaders because they want to know your exact qualifications for the position,
Ambition goes only so far which is why experience is huge when it comes to credibility as a leader. A
credible leader also seems to know how to interact with all sorts of people and find common ground in
order to meet agenda and get it accomplished. This also leads to the idea of experience leads to
credibility. A credible leader also is someone who is very responsible and knows how to present
themselves to the public. You do not want a leader who does not represent you and other members
poorly. A lot of credibility relates back to professionalism and how you carry yourself and whether
people can take you serious. How can a group of people take you seriously if you cannot take yourself
seriously? This shows how professionalism plays a role in the credibility of a leader. Another aspect
that contributes to the credibility of a leader is how they choose their words. You want someone that will
speak on-behalf of members and will articulate themselves in a proper and effective way. If they are
unable to do so and not do it in front a larger group of people, they will appear nervous and not ready
for pressure situations in the near future. This also links back to the aspect of experience and credibility
as a leader. Being a credible leader requires a certain level of experience, professionalism, and
confidence in ones self.
Building credibility as a leader is very tough. In my personal experiences, I try to communicate to
others what I believe in and then I allow my actions to back myself up as proof. I maintain my credibility
as a leader on a daily basis. I try to achieve more and prove myself and my abilities to others. In my
experiences in my fraternity, I was able to build my credibility as a leader through my interview for a bid
and basic conversations with the brothers. In this interview I was able to communicate with the brothers
what I am all about, how I would make a difference in the house, and that I will be a leader in the house
and on campus. After I received a bid I immediately took a leadership role in my pledge class as the
president. I constantly worked and try to prove myself to the brothers through my determination and
persistence through the pledge process. I was able to build a brand for myself so brothers would buy in
and believe in me and my talents. Also, I gained a lot of respect and I was able to maintain my
credibility as a leader by pursuing leadership roles in the house as scholarship chair. Maintaining
credibility in my eyes is showing that you are still passionate about what you are doing and that you are
committed to developing in those roles and the organization. I did this in my fraternity by applying for a
scholarship through nationals and proving my dedication to our house and its portrayal. Recently I have
had to repair my credibility as a leader. I have had to repair my credibility as a leader in the Student
Alumni Association. I slacked off last semester in the organization. This semester I have been working
diligently to try to repair connections with others in the group and show them that I am serious about
the organization. I feel like I have been successful so far, but it is still a work in progress. Your
credibility as a leader is very important to your role in organizations.
A big thing in leadership is influence. Influences are a huge since they can lead you down certain
paths. The paths can be either good or bad, it just depends on whether the influences you are getting
are ethical or not. Some ethical standards in influence are surrounded by the intent the influencer has.
An influence should have the intent to make someone better off than they were before. An influence
should not have the intent to hurt someone and put them in a situation that can hurt them now or in the
future. Influences also should not be intended to hurt someone, but to enlighten them and improve their
well-being. An ethical standard in influence, is making sure you do not make someone feel
uncomfortable. You want to make sure they feel comfortable with what they are doing to ensure they
maximize potential from the influence. An influence needs to be done with a purpose. It shouldnt be
done with selfishness. The main aspect in ethical standards in influence is safety. My parents were able
139
.
Student will describe influence applies to

leadership
HDF 190
Phi Gamma Delta
140
.
Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship
HDF 190
(Greenleaf)
Phi Gamma Delta
141
.

mentoring and being mentored
Phi Gamma Delta
HDF 190
142
.
143
.
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
to instill all of this into myself and displayed ethical influence and also how I can be one as well. Then in
HDF 190, specifically in servant leadership, one needs to be able to listen to the wishes of another and
be empathetic to them and their needs. Being a good influence, specifically in servant leadership,
means there is a commitment to the personal growth of people, so these people will go ahead and be
an influence for those in the future. An influence is supposed to encourage someone to improve and
grow.
Influence is a huge part of leadership. It is one of the most essential things for being a leader off an
organization, group, society, etc. It pushes members to get more involved and b better members to
make a difference in the community and for other members. Also, in leadership you want to have
influence on others so they can listen to you in order for you guide them or a group in the right
direction. It is also great for mentorship because being a good influence allows someone to look up to
someone else for advice and they begin to shape themselves because of the influence of that mentor.
As a mentor you are leading others in a way to benefit them off your own insight. This is all being done
strictly for their benefit and not yours. For example, my big brother is a very positive influence in my life
and has lead me and given me his pieces of advice that have allowed me to further myself inside and
outside of the fraternity. He did this all out of his love for me since we have such a tight bond. The
influences were done out of the right intension and has shown me how I can use influence as being a
leader. My big brother has effectively demonstrated servant leadership by making sure that his
influence on me was for my growth personally and professionally. He put myself before himself which is
huge in being a leader in relation to influence since you cannot be selfish.
Mentorship is an important aspect of being an effective and successful leader. In HDF 190, I have
learned that the best mentors make sure to put those in front of them. Mentors make those underneath
them a priority and commit to them and their personal development. This is a key part of servant
leadership. Being able to serve those around you and mentor and lead them in the right direction as a
good influence. I have seen mentorship specifically in my HDF 190. My group leader, also my T.A., has
made me and her other students her number one priority during that class time and she also tries to
make sure that she is a good influence for us. She thus has made that commitment to us and our
personal growth and is willing to listen for just about any problem or inconvenience. I have also noticed
exceptional mentoring in my fraternity. I have learned from my older brothers that mentoring is a
process. You need to develop a relationship with those you are mentoring and break the ice a little and
show them that you have their best interest in mind. You also have to deal with conflicting agendas
because people sometimes have no idea what is best for themselves and need a little more
persuasion. Lack of communication sometimes gets in the way and creates breakdowns. Mentorship is
not easiest thing to do and is a huge time commitment to make it useful.
I believe mentorship is one of the most important things in leadership. I have had some great mentors
in my life especially my older brother in my fraternity (Austin Darling). He has helped me out so much in
my personal and social development here at URI. He made sure my transition to school was easy and
provided me with a wealth of knowledge so I could succeed and be the best possible version of me. I
was able to take the knowledge he gave me and decided to give it back to new pledges this spring
semester to help them develop personally and fraternally. It was great to give back to them since my
older brother and fraternity did so much for me. I was also able to see the same happen in our own
classroom with our FLITE leader of our small group. She was able to help me adapt to the class and
answer any questions I had and made sure I understood the importance of the different leadership
models. She kept an eye on me and the others in our group and devoted a portion of her life and time
to make sure we grew as leaders.
144
.
145
.
Student will describe the four frames of

organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)

Inventory 2013

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LEADERSHIP

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT

Phone: (401) 874-2726

Fax: (401) 874-5317

CSLD Mission Statement

MINOR IN LEADERSHIP STUDIES

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

CORE REQUIREMENTS- 9 Credits

Only offered in spring for first-year students

HDF 290: Modern Leadership Issues

Offered Fall and Spring for sophomores & juniors

HDF 417: Leadership Internship

Experience through Office of Experiential Learning & Community Engagement

Internship Class in Academic Major

The only time the major and minor can overlap

HDF 412: Historical, Multi-ethnic & Alternative Leadership

Offered only in the fall with preference given to seniors

COM 402: Leadership & Motivation

Offered in the spring and summer with Dr. Leatham

BUS 441: Leadership Skills Development

HPR 411/412: Honors Senior Seminar

HDF 492: Leadership Minor Portfolio

Offered in the fall and spring with Dr. Cooper

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

COM 208: Argumentation and Debate

GWS 150: Introduction to Womens Studies

MSL 201: Military Skills and History of Warfare

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Outcome Category: Self-Leadership

Student will demonstrate autonomy and a

Student will demonstrate personal,

Phi Gamma Delta

Student will demonstrate the ability to

Student will demonstrate the ability to

Phi Gamma Delta

Descriptive notes regarding learning and practice

Student will express a personal code of

Student will demonstrate practice of the

Phi Gamma Delta

Student will express a personal values

Student will demonstrate practice of the

Student will demonstrate the ability to

Student will describe goals and objective

Phi Gamma Delta

Student will show application of Maslows

Student will show knowledge of the theory

Student will show application of Manz &

Outcome Category: Leadership Theories

Student will show knowledge of the

Descriptive notes regarding learning and practice

Visionary Leadership (now often cited

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

Student will demonstrate how cultural

Descriptive notes regarding learning and practice