Inventory 2

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Zach Burnham
Date Enrolled: 2015
Date of Graduation: 2019
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 8/30/2013
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
Notes
Only offered in spring for first-year students
or
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
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
or
COM 402: Leadership & Motivation
Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development

or
Portfolio
1 credit
Offered in the fall and spring with Dr. Cooper
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
HDF 492: Leadership Minor Portfolio
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 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
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
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 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
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
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:
2. Lead Yourself
1. Know Yourself
Lead Others
P
R
O
G
R
E
S
S
Strengths
Weaknesses
Values
Needs
Styles
o Learning
o Teaching
o Personality
o Membership
o Leadership
4. Develop and Refine

Skills
Leadership theory and

practice
Communication
Group Development
Inclusion
Citizen Activist Skills
Critical Thinking
Teaching and Programming
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
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
2.
Student will demonstrate personal,

organizational, and academic examples of
self-discipline
HDF 190
3.
Student will demonstrate the ability to

manage emotions
HDF 190
4.
Student will demonstrate knowledge of

stress management methods
HDF 190
5.

manage stress
HDF 190
6.
Student will express a personal code of

leadership / membership ethics
Student will demonstrate practice of the
personal code of ethics
7.
PHL 212
Additional Experiences
Descriptive notes regarding learning and practice
In HDF 190 we took the Gallup strength test. In my top 5 was the strength of discipline. This means
that I understand that the world is unpredictable, but I will do my best to make the most organized
chaos. I frequently follow guidelines and deadlines. A big part of this trait is that I am precise. This
strength that I have obviously helps me the most in school. Because of this strength I am always
getting my work done, and done in a timely manner. This strength not only helps me academically, but
it also assists me in all other projects that I do in life. It helps me to finish my tasks with as much
organization as possible.
In HDF 190 we took the VIA character test. In my top values I was rated with self-regulation. This
means that I easily control what I am feeling and do. I like to control my emotions and be selfcontrolled. The fact that I have this value shows how I can control my emotions. It means that no
matter when situation I am in I will be able to control my emotions. I will be able to execute a decision
while keeping my emotional reasoning out reach. And if emotions are really what will help me to find an
answer than I can just as easily channel them out.
In HDF 190, we were given a sheet of questions to ask oneself when attempting to meditate. Although
this is not the only way to manage ones stress. Other good ways to manage stress is by eating
healthy, managing time wisely, exercise, maintain a healthy sleep schedule, make time for hobbies,
and etc. Out of all of these options I believe meditation is the best way to really manage ones stress.
By sitting down in a quiet and peaceful setting, a person can really reach their inner self. They can go
straight to the inside and really identify what is hurting them on the inside. By meditating a person can
really identify the issue and solve it in a calm manor. It also allows the person to disconnect from the
world around them and disassociate themselves with any more stress.
Due to the sheet given in HDF 190, I now have a list of 10 steps to follow when mediating. The list is as
follows: 1. Start with why (I must know why I am choosing my actions) 2. 100% commitment (I need to
be committed to my choices and actions, all of them) 3. Hero everyday (I must make sure I am doing
my part, not only in my life, but in everyones that I influence) 4. Sit with dignity (I cannot think less of
myself, or allow others to think less of myself. I am worthy and capable) 5. Pick an anchor (I need a
mounting point to always come back to. Something that will always keep my proud, included, and
happy) 6. Breathe 7. Oh well (When my mind wanders, I need to control it and put it back on task) 8.
Brush my brain (I need to stay tidy and well taken care of in my mind) 9. Reduce Variability (I need to
ensure I am staying in a logical pattern to benefit my schedule) 10. All life is mediation (To manage my
stress I must repeat the steps over and over again)
In PHL 212 we were taught all about the different types of ethical theories that have be explored over
the years. The theories have ranged from the Benefits Argument to the Social Contract Theory. As a
part of the class we were required to write multiple papers based on a hypothetical that was provided to
us. I needed to apply the different types of ethical theories to all the aspects of the story. In addition, I
can apply many of these ethical theories to my life in real time. Because of this class I am able to make
sure my idea of being ethical follows a theory that I believe in most. I am now able to say that I follow
the benefits argument very much, meaning that no other person may be harmed in order to benefit
another person. I believe that it is essential that all people are treated fairly and equally.
8.
Student will express a personal values

statement
HDF 190
9.
Student will demonstrate practice of the

personal values statement
HDF 190
10.

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

statements regarding personal issues,
career issues, and community issues
BUS 111
12.
Student will show evidence of goals and

objectives that were planned and
achieved
URI 101
13.
Student will show knowledge of the

Hierarchy of Needs theory by Maslow
AP Psychology
14.
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.)
15.
HDF 190
My personal values statement is a quote from one of our former First Ladies. The quote is as follows:
The future belongs to those who believe in the beauty of their dreams. This quote by Eleanor
Roosevelt represents my personal values because I believe the most important part of life is doing
what you love and enjoy. In life one should always chase what makes them truly happy and always
stick with whatever that is. Also in HDF 190 we took the VIA character assessment and I know the top
five personal character values that I use. My top value was humor. I can see how I use this value on a
daily basis, I like to make people feel better via laughter and I like to take the tense parts out of life.
I do take the quote by Eleanor Roosevelt very personally and apply to most of my life. But when it
comes to influencing other peoples lives, my strength of humor benefits much more. I believe that an
easy way to bring joy to someones life and release some tension is by laughing. I believe that by
lightening the mood and making people laugh, a situation can much easier. For example, if a few
strangers are being introduced, like what happened to the class in HDF 190, a simple joke can make
everyone band together much better. By kind of distracting everyone from the awkwardness, the really
relationship can be built.
I was in the lead of a group project where we were required to write a song that demonstrates what we
had learned throughout the year of AP Psych. I had written the lyrics to the song as well as picked out
the music for our song. I lead our group to finishing the project on time. The imagination and neatness
of our presentation allowed us to receive an A from our teacher. Being the leader of this project was
quite meaningful to me. It made me feel trusted and acknowledged. My group member would listen to
my ideas and this allowed me to show my full potential when it comes to being responsible.
The goal I have based on my career is to be a successful real estate broker. In order to reach this goal,
I am completing a business degree here at the University of Rhode Island. In BUS 111 we covered a
calculus based financial mathematics that had to do with some of the problems I would be face.
Especially the area were we learned all about taking loans and really looking at what interest percents
will do to your final payment. This class really worked as a stepping stone into the many business
classes that will help me with my career.
In URI 101 we were faced with the assignment to sell t-shirts for the Matty Fund. I set the goal for
myself to sell at least 5 shirts and help my class reach 30 shirts sold. This seemed like a reasonable
amount as our class was pretty small. By reaching out on social media and to family I was able to
reach and go beyond my goal of 5 shirts. My class was able to sell 50 shirts and help the organization
reach $3000 raised. I felt very happy and responsible to be able to reach my goal and provide not only
for my class and myself, but for all of those who benefit from the Matty Fund.
In AP Psych we studied the needs of humans along with what they need to be absolutely happy.
Eventually we were exposed to Maslows Hierarchy of Needs. For each person to be truly, 100% happy
they need to start with the necessities of food and water. After that is the need of safety in some way.
That is followed by belonging to a group or in relationships. Next is the need of esteem, to be
supported by friends and family. After esteem is the cognitive needs, knowing meaning and knowledge.
Following that is the need of aesthetics, to have attractions and beauty. Next up is the step of selfactualization, to realize self-meaning and fulfillment. The final step is transcendence, or helping others
to real your level of self-actualization.
I have taken both the Gallup StrengthsFinder and the VIA Character Survey for HDF 190. On Gallup
my values are strategic, deliberative, analytical, achiever, and discipline. I have used these values in
most of the schooling I have been. I always planned out my time for the work I had as well as tried my
absolute best to achieve in any subject that I was assigned. For the VIA Character Survey my traits
were humor, forgiveness, perseverance, prudence, and fairness. I believe I used these traits in more
social situations. For example when running cross country I was always pushing my teammates and
myself to finish the race. While being fair to all and making sure I helped every teammate that I could.
16.
17.
Student will show knowledge of the theory

of Superleadership by Manz & Sims
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.

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
27.

of the above theory (Greenleaf)
28.

Principle Centered Leadership theory by
Covey
of the above theory (Covey)
29.
Target class
HDF 190
HDF 190
In HDF 190, we learned a great amount about servant leadership. Servant Leadership is all about
putting others before oneself. It is about serving your community first and helping with a cause as much
as possible. You must be able to go out and physically serve a cause that is near you, that may be
raising money, spreading awareness, or just dealing with the people involved one on one. There are 10
characteristics to being a servant leader. They are: 1. Listening, 2. Empathy, 3. Healing, 4. Awareness,
5. Persuasion, 6. Conceptualization, 7. Foresight, 8. Stewardship, 9. Commitment to the Growth of
People, 10. Building Community. By acting in these 10 characteristics you will be a great servant
leader, the community around a person must be helped as much as possible.
A personal application of me being a servant leader is in HDF 190 when we were assigned a project.
This project was supposed to be a presentation of how our group did our own service project. For this
project we attended an Adult Children of Alcoholics meeting. In this meeting we demonstrated the 10
characteristics of a servant leader, but we focused most on the listening part. As this was an open
meeting to speak about your problems with addicts, we sat quietly and listened to what each member
had to say. By doing this type of service we can easily spread awareness about this type of mental
health. I can truly say that this experience was a great type of servant leadership.
10
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
Student will show knowledge of the 14

Points / TQM theory of leadership by
Deming
of the above theory (Deming)
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
of the above theory (Sashkin)
Individuals in Organizations leadership
theory by Argyris
of the above theory (Argyris)
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
HDF 190
In HDF 190 we covered relational leadership quite a bit. This type of leadership theory has to do with 3
basic areas. It has to do with knowing yourself, how change occurs, and how other view things
differently than you do. Also you must be ethical, principled, and inclusive to others. Finally, you must
act in a socially responsible way and be an active member in your community. This theory focuses on
the relationships between those that are attempting to instigate a purposeful change on society. In this
model, the leader is expected to have five different traits. They are encouraged to be inclusive,
empowering, purposeful, ethical, and process-oriented.
HDF 190
In HDF 190 we cover social change intensively. This theory of leadership is about groups working
together in order to make long lasting, positive impacts on those who are a part of the process. The
development of those around you are based on three categories, the group, the individual, and the
society. The group focuses mainly on collaboration between the individuals and the group as a whole.
The individual focuses on the development of personal traits and really working on the self. The society
11
47.

of the above theory (Astin et al)
48.

the Leadership Identity Development
Model by Komives et al
Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
of the above theory
Leadership Substitutes Theory
of the above theory
Models of leader emergence
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
HDF 190
focuses on the charge for everyone, a change for the common good. The values that people must be
able to follow in order to successfully be an active member of social change are known as the 7 Cs.
The Cs are as follows: consciousness of self, congruence, commitment, collaboration, common
purpose, controversy with civility, and citizenship.
For one of our HDF 190 classes we were part of an activity. In this activity we had to work as a team to
move from one hoop to the next and back to our home. Although the only way that we were able to
leave was by using rubber mats that we had in our possession. The three hoops that we had to travel
to were actually representing the 3 categories of social change: individual, group, and society. If we
made a mistake moving from each hoop we would be either silenced, tied together, or blinded. This
also has to do with how you may be treated in those three categories.
12
65.
66.
67.
Student will describe the impact of traits

on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)
13
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.
Target class
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
14
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
Target class
88.
Student will show knowledge of principles of

critical thinking (logic is used in this minor)
PHL 101
89.
Student will demonstrate proficiency of

critical thinking
PHL 101
90.
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
91.
92.
93.
94.
95.

In PHL 101 we focus strictly on logic and critical thinking of the human mind. We went over and learned
many of the different theories of past scientists. We learned about topics ranging from the different
types of fallacies to the proper way to solve a logic problem. Either way I would say that I am proficient
in the topic of Logic. I can now easily say that I can take an argument and pick it apart in order to see
whether it is really valid or not.
By using the rules of critical thinking I am able to really look at, assess, and understand an argument. If
an argument is stated with 2 premises and then followed by a conclusion, then I can easily assess
whether it is truly valid or not. If the argument is arranged in the patter of: All M is P. All S is M.
Therefore all S is P. This argument would be valid because an AAA argument with a figure 1 is always
valid. If the argument would have turned out to be invalid, I would be able to explain why based on the
six rules of categorical syllogisms.
15
96.
97.
98.
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
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
100.
Student will describe examples of using

active listening skills
HDF 190
101.

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 describe examples of giving
and accepting feedback.
102.
103.
104.
WRT 106

In HDF 190 I have learned that in order to be a proper, active listener you must be able to do a few
tasks for the speaker. You must pay attention. You cannot let your mind wonder or be distracted by
other things going on. You must give acknowledgement that you are listening. That may mean to
simply nod your head to show that you are hearing what the person is saying. Also you must give
feedback to the person. You can do this easily by restating what you are told, that way the teller knows
that what they said did make it into your head. Finally you must respond in the correct way. Meaning
that one cannot judge what has been said or put the teller down in anyway. One must be respectful
and considerate to the person to whom you are speaking.
In HDF 190 we have learned greatly about servant leadership. There are 10 characteristics of being a
servant leader, and listening is one of them. To actively listen one must listen to what is being said as
well as what is being unsaid. A great example of this was on our class retreat in the Memorial Union.
During this day we broke off into our groups and we were put into a room to get to know each other. In
these rooms we were allowed to talk about whatever we wanted to answer the questions. The answers
could be very deep into our lives, or not deep at all. This activity that we all participated in is a great
example of actively listening. We all sat silent when the speaker was talking and we made sure we all
knew exactly how the person felt in whatever they were trying to explain.
In WRT 106 we would have to write many different research based papers. In the course we wrote
about 5 different papers on multiple topics. For each assignment we had the option to join our group on
Sakai ad post our papers. We as a group would look over each others papers and correct anything
16
that seemed to be wrong as well as give feedback on the strengths a weaknesses. I made sure to take
part in this exercise when turning in each assignment. I was able to learn the proper ways to accept
and give feedback in this situation.
105.
106.
107.
108.
109.

facilitation and de-briefing techniques
facilitation and de-briefing techniques
framing and breaking the frame
framing and breaking the frame
Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
110.

organizing meetings / setting agendas /
leading meetings
111.

Parliamentary Procedure
Student will show knowledge of techniques
for working with difficult people
112.
113.

using techniques to work effectively with
difficult people
114.
Student will show knowledge of the stages

of group development (Tuckman, Bennis or
others)
HDF 190
HDF 190
TA for 6th Grade

Art
TA for 6th Grade

Art
In HDF 190, we had to perfform a learning contract. In this assignment we had to find a leadership
position and write a short paper about what we experienced. For my learning contract I decided to
shadow my fraternity president during one of our chapter meetings. In these meetings we cover many
different things that are going on in our organization. When leading the meeting I learned that you must
be stern. In order to get things done with such a big group we cannot get off topic. This means that side
conversations have to be kept to minimum. Also one has to ensure that everyone is listening an
actively participating in what is being discussed. A final area that needs to be attended to is making
sure that everyone clearly understands what is being discussed. If we are, for example, talking about
the budget for the next year, it is the job of the president that everyone knows what is going on and
how it applies to them.
In my fraternity chapter meeting we assembled a template of what is to be discussed. T:?p., his
templet is followed as perfectly and enforced for everyone. Each week the chair members all wait for
their turn on the list to present the report that they have composed. By working with my President I was
also able to learn how to properly form a report. The report is meant to be short and sweet. This way it
moves the meeting along, but also give the right around of information to all of those who are listening.
The
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As the TA for 6th Grade Art I would help our teacher to work with the kids. That meant looking over
them or helping them personally if they needed me. One day a mentally challenged child joined our
class. He was personally not too fond of doing art. His para-professional would end up doing most of
the work and both of them would end up frustrated by the end of class. Although one day I was
assigned to work with this student, and we were indeed successful in working on his art project. He
was hesitant at first, but after I assured him I could not do it alone he did help me. We spent all of class
weaving his yarn basket. He insisted on working with me with for more projects, and I did not disagree.
We continued to work on his basket, as well as doing coloring, and even made a clay vase together. It
came to the point where if I was not there, he would tell our teacher that he will not do anymore work
unless it was with me. From then on I made sure to attend as many classes as possible.
As stated above when I was volunteering as the TA for a 6th grade art class, I was able to help the one
child very much. I was able to really help him the most by showing him how I needed him. By telling
him that I could not do it myself and that I needed him to do a job on the project, I believe that he felt
important to the project. By spending time with him and listening to what he really wanted to do he was
able to put his word in and feel equal. Instead of telling him what to do, I would ask him what he felt
comfortable doing and work around that. Slowly I would push him to do more and more tasks until he
was quite busy working on his own work. In the end I think that showing him the respect that we all
deserve is what helped him to thrive with me at his side.
17
115.
116.
117.
118.
119.
120.
121.
122.
123.

group development in use (Tuckman,
Bennis or others).
Student will show knowledge of group
dynamics and group roles
group dynamics and group roles
memberships skills in groups
membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
Student will demonstrate proficiency in
informative and persuasive public speaking
HDF 190
124.
Student will show knowledge of planning

and conducting interviews (as the
interviewer)
AP History
125.

planning and conducting interviews (as the
interviewer)
AP History
126.
Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building
working in collaboratives/coalitions
127.
128.
129.
In HDF 190, we were tasked with writing a speech to present in front of our class. This speech was
supposed to be about servant leadership. Not only were we to inform our audience about what servant
leadership means to us, but also how we would apply it into our major and later in life. Writing the
speech was no problem. Using resources from class I was able to easily write a paper explaining what
servant leadership is and how I plan to use it through the next stages of my life. Although when
presenting the speech, I hit a much more difficult issue. I was nervous and stressed when it came to
using my speech as public speaking. I could feel hot flashes come and go as well as my legs start to
buckle right beneath me. Although I did finish my speech in the mandated 2.5 minutes so I will take that
as a success.
In AP History we were assigned to visit the Civil War reenactment that was happening in our town. To
prove that we truly did attend the event we had to plan and execute an interview with one of soldiers
at the battle. Since all of the actors were real history buffs, we were to interview them as if they were
straight from the battle field in the 1860s. In my interview I wanted to make sure that I really had a
grasp of what it was like to be in battle. I made sure I asked questions about their name, who they
were, what equipment they had, and how they became interested in this event.
For AP History I had to interview a gentleman at the civil war reenactment in my town. I asked my man;
What is your name? Who are you in this battle? Who are you fighting for? What type of equipment are
you carrying with you? And why exactly are you involved in this event? He gave me very straight
forward answers and the interview was over in a short, few minutes. I enjoyed the interview and had a
nice talk with the gentleman. I am glad I had the opportunity to talk to such a knowledgeable man about
such an interesting topic.
18
130.
131.
132.
133.
134.
135.
136.
137.
138.
139.
140.
141.
142.
143.
144.
145.

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
building relationships with members as a
leader
Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
Student will describe ethical standards in
influence
Student will describe influence applies to
leadership
Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
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
HDF 1 90
URI 101
In HDF 190 we were assigned to a group and each group was assigned a peer leader. This peer
leader helps us to work on any projects and further explain anything that we are having trouble with.
Our peer mentor explained her past experiences in HDF 190 to help on assignments and projects. She
also worked as a sort of common point to bring us all together. Since we all began as strangers to one
another, she worked to bring us together and form much more serious bonds. I also had a similar
experience in URI 101. IN this class we learned all about the school and what it has to offer us as
freshman. Again our peer mentors helped us by explaining their experiences and guided us through
the best parts of attending the University of Rhode Island.
Student will describe the four frames of

organizations by Bolman and Deal
of organizational analysis using the four
frames of organizations (Bolman and Deal)
19
20

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LEADERSHIP

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

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

Offered in the fall and spring with Dr. Cooper

HPR 411/412: Honors Senior Seminar

Must be in Honors or have GPA of 3.3

HDF 492: Leadership Minor Portfolio

Taken last spring semester of enrollment (some exceptions)

MINOR ELECTIVES-9 credits

COM 402: Leadership and Motivation (capstone option)

HDF 416: Leadership in Organizations

HDF 415: FLITE Peer Leadership

Leadership Inventory Revised 8/30/2013

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT

4. Develop and Refine

Leadership theory and

3. Broaden Your Perspectives

Leadership Inventory Revised 8/30/2013

Leadership Inventory Revised 8/30/2013

Outcome Category: Self-Leadership

Student will demonstrate autonomy and a

Student will demonstrate personal,

Student will demonstrate the ability to

Student will demonstrate knowledge of

Student will demonstrate the ability to

Student will express a personal code of

Descriptive notes regarding learning and practice

Student will express a personal values

Student will demonstrate practice of the

Student will demonstrate the ability to

Student will describe goals and objective

Student will show evidence of goals and

Student will show knowledge of the

Student will show application of Maslows

Student will show knowledge of the theory

Outcome Category: Leadership Theories

Student will show knowledge of the

Student will describe personal application

Student will show knowledge of the

Descriptive notes regarding learning and practice

Leadership Inventory Revised 8/30/2013

Student will show knowledge of the 14

Student will describe personal application

Student will describe personal application

Students will demonstrate knowledge of