Final Leadership Inventory 2017-18 Johanna Leffler

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

Date Enrolled: January 23rd, 2018
Date of Graduation: May 2021
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.  
Leadership Inventory Revised 08/22/2017 !1

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

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

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement

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

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

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

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

CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented internship
3 credits or experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit

MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

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

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

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a

minimized need for approval
2. Student will demonstrate personal,

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

manage emotions
4. Student will demonstrate knowledge of

stress management methods
5. Student will demonstrate the ability to Spin class Everyone manages stress differently. Personally, first and foremost, I make sure that I am
manage stress organized because I know that I will not get my work done if I am not organized which would then lead
to unnecessary stress. In my school life, I stay organized by always having a running list of what I
need to do, when assignments are due, and anything else such as meetings coming up on my
calendar. Additionally, I keep an accordion folder, wherein each of my classes has a section, and will
periodically empty out all of my folders and binders so that my backpack is not cluttered with papers. I
also keep my desk and workspaces very clean and organized as well. By doing all of this, I can avert
some stress in my school life. Another way that I manage stress is to simply take some time for myself
and take breaks from school work. What I usually do is go to the gym to relieve some stress and just
not think about all the things that I still need to get done. I love going to the spin classes that the gym
offers and try to go almost everyday, not just for the work out but also because I like having a routine
which makes me feel more organized and prepared for what’s next. The spin classes also really
encourage that you forget about all of your class work, and focus on yourself and your well-being
which I find is a great message. I also grew up playing sports and being active year-round until the
end of high school and not exercising or being active on a regular basis just isn't normal for me, so I
feel some comfort in keeping that in my life. I believe that I have been pretty successful in managing
my stress so far and am happy to say that my mental health has not been affected by the sudden
increase in workload that I experienced when starting college, which is thanks to the methods I
employ to manage stress. (SEE evidence #18)
6. Student will express a personal code of

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

personal code of ethics
8. Student will express a personal values

statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the

personal values statement

10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)
11. Student will describe goals and objective

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

objectives that were planned and
achieved
13. Student will show knowledge of the AP Psychology In high school, I took an AP Psychology class in which we learned about all sorts of different
“Hierarchy of Needs” theory by Maslow psychological theories. Maslow’s motivational theory, which is called the, “Hierarchy of Needs”, is a
pyramid made up of five tiers of human needs in hierarchical order from basic physical needs, to
psychological needs, to self-fulfillment needs (Mcleod, 2017).
These five tiers include; physiological needs, safety needs, belongingness and love needs, esteem
needs, and finally, self-actualization. Physiological needs include having good access to food and
water, warmth, shelter, rest, clothing, and reproduction. Once a person’s physiological needs have
been met, they will next prioritize their safety needs and think about their general well-being such as
sense of security, employment, and health. After their safety needs have been fulfilled, people will
begin to search for a place they belong, acceptance, and through intimate relationships and friends
which is the need of belongingness and love. Next, a person works on their esteem needs which
includes feeling accomplished, respected, self-esteem, freedom and a certain level of prestige in
what they are doing. Finally, at the top of the pyramid is self-actualization which is when a person
achieves, in their eyes, their full potential and a desire to become the best that one can be which can
include creative activities. The first four levels of the pyramid (physiological, safety, belongingness and
love, and esteem needs) are referred to as deficiency needs which arise due to deprivation and
motivate people when they are not fulfilled. In the deficiency levels, motivation to go further decreases
as needs are met. The top level of self-actualization is known as growth or being needs in which
motivation becomes stronger as needs are met and self-actualization has been engaged. It is
important to note that a deficit need does not need to be 100% satisfied, when it has been “more or
less satisfied” then the person can move on to fulfilling their other needs. Additionally, this order of
needs can be flexible and different for everyone based on external circumstances and individual
differences. (SEE Evidence #11)
Source:
Mcleod, S. (2017). Maslow's Hierarchy of Needs. Retrieved April 10, 2018, from https://
www.simplypsychology.org/maslow.html

14. Student will show application of Maslow’s AP Psychology In high school, I took AP Psychology in which I learned about Maslow’s “Hierarchy of Needs”
theory to own life theory. I notice the application on Maslow’s theory in my life beginning at he stage of belongingness
and love. All of my life, the first two stages of the theory (physiological and safety needs) have been
supplied to me by my parents, so I haven't been on my own in those areas. However after those two
stages have been satisfied, a person looks next for love and belongingness which I have certainly
noticed myself doing throughout my life. More specifically, I have seen this process in my school life
and the group of people that I choose to surround myself with. Everyone wants to find a place where
they have a group of friends or community that they identify with or belong to. In elementary school, I
made close friends with the other kids in my french immersion program and stuck to that group the
entire time because I felt accepted and a part of that community. We didn't really associate much with
the other students who were not in the immersion program. Middle school was a little bit different
because not all of my classes were with the exact same people. I was forced to meet new people, but
again, I found my niche of people that I felt comfortable with. Going into high school, I was nervous
because I only had one friend going in and was fearful that I wouldn’t be able to make more and find
my group, however I made friends very quickly and found a group of close-knit friends who I have a lot
of love for and who made my whole high school experience much more enjoyable. When I had
decided to make the 8 hour move to Rhode Island of course I was terrified. I was scared that I would
make absolutely no friends and not find my place on campus. Fortunately, I have truly found my home
here and I feel that I don’t belong to just one group or organization because I have met so many
different people who are involve in a multitude of different things on campus. Joining the tour guiding
team was also one of the best things that happened to me because it is an amazing group of students
that have accepted me and allowed me to flourish. (SEE evidence #16)
15. Student will show knowledge of the theory

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

Sim’s theory to own life

17. Student will describe StrengthsQuest HDF 190 Tour guide In HDF 190, I took the Gallup’s StrengthsQuest assessment. By taking Gallup’s StrengthsQuest for
Signature Themes, shadow side of my HDF 190 class, I found out that my top five strengths were competition, achiever, focus,
Strengths and/or weaknesses, and significance, and analytical. I don’t think that I could have described myself better. I have always been
examples of application (Source = Gallup) a competitive person whether it’s in athletics, academics, or my personal life. I do like to win against
other people but it’s more than that; I view myself as my main competitor and constantly strive to do
better and improve myself. I also think that my competitiveness fuels my drive, ambition, as well as my
achiever strength. Because of how competitive I am with myself and others, I strive for success. I
have always been very driven and focused because I do want to perform well and, yes, outperform
others. I have noticed that my analytical strength plays a big role in my life as well. I take calculated
steps that will help me achieve my goals no matter what the nature of the situation is. My strength of
significance also helps me strive to do my best because I also want to set a good example in the eyes
of others.
These strengths do a good job of accurately describing my leadership style, especially my achiever
and focus strengths.. For example, in a group work setting, I’m the person to get the ball rolling and
organize when and where we would meet. My focus strength helps the group stay on track, if we talk
off topic for too long, I will bring everyone back.
An example of how my competition, achiever, and focus helps me succeed is in tour guiding. I am
still in training and we get evaluated during our “mock tours.” When I found out that we would actually
be getting a percentage grade for our tours my mindset changed a little bit. I wanted to get as high a
grade as possible because that’s what I gear for in any classroom-like setting. There are also other
tour guides getting graded as well which is where my competition kicked in a little bit and helped me
achieve the scores that I got. But I also want to be an awesome tour guide so and my achiever and
focus strengths will help guide me there as well.
When I first saw my results I thought that they portrayed me as a really intense person in sort of a
negative way, especially since I had competition as my number one strength. But after reflecting for a
little while I’ve come to realize that these strengths have helped me be successful so far in my life and
I use them to better myself and try to help others as well. (SEE Evidence #1)
18. Student will describe personal leadership

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

19. Student will show knowledge of the

“Authority and Bureaucracy” theory of
leadership Weber
20. Student will describe personal application

of the above theory (Weber)

“Scientific Management” theory of
leadership by Taylor

of the above theory (Taylor)

“Management by Objectives” theory of
leadership by Drucker

of the above theory (Drucker)
25. Student will show knowledge of “Theory

X and Theory Y” theory of leadership by
MacGregor

of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 DRIVE MOP In my HDF 190 class we learned about the Servant-Leadership Model coined by Robert K.
“Servant Leadership” theory of leadership Greenleaf in the 1970s who said that, “It begins with the natural feeling that one wants to
by Greenleaf serve” (Greenleaf, 2008). True leadership first comes from a desire to serve, leave your mark and
empower others by setting an example and opening doors for them. Servant leadership comes
through practice, time, and can come in all different forms, big or small. Additionally in servant
leadership, it is important that everyone is empowered and through advocating for others, we are also
able to strengthen our own commitment and help further ourselves as leaders as we help others.
Finally, the key to servant leadership is compassion.
There are 10 characteristics of a servant-leader; listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
building community. These characteristics also help servant-leaders in being authentic, vulnerable,
accepting, present, and useful. Listening is essential for proper communication and decision making
as well as actively listening to others and acknowledge the ideas of others. Empathy is critical
because it helps leaders empathize with others and help them feel accepted. Being a healer means
that one can recognize their own mistakes and try to work through issues in order to heal and
strengthen relationships. Being aware of yourself and others is important for a servant leader because
they need to be clear on what their own goals are and how they can also best help others. Persuasion
rather than coercion will help in making effective calculated decisions within a group.
Conceptualization means that servant-leaders think beyond the now and take into account the long
term tasks as well as other broader factors. Foresight is related to the latter and enables leaders to
learn from the past, present, and be aware of the future whether it be in making plans or when relating
to someone they are helping. Stewardship is the basis of being a servant; a leaders’ commitment to
serve the needs of others before themselves. Commitment to the growth of people is to take a
personal interest, be encouraging and actively assisting the needs and growth of every individual
within a group. Finally, building a community by showing the way and thereby encouraging and
influencing more servant-leaders to come that will continue the work of service above self.
(SEE Evidence #10)
Source:
Greenleaf, R. K. (2008). The servant as leader. Westfield: The Greenleaf Center for Servant
Leadership.

of the above theory (Greenleaf)

“Principle Centered Leadership” theory by
Covey

of the above theory (Covey)
31. Student will show knowledge of the “14

Points / TQM” theory of leadership by
Deming

of the above theory (Deming)

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

of the above theory (Sashkin)

“Individuals in Organizations” leadership
theory by Argyris

of the above theory (Argyris)
37. Students will demonstrate knowledge of HDF 190 Leadership crest In my HDF 190 class, we learned about ethical leadership which is knowing your core values and
the “4 V’s” theory of leadership by Grace VIA values using them towards a common good. The 4 V’s in the 4-V Model of Ethical Leadership stand for
(Center for Ethical Leadership) Values, Vision, Voice, and Virtue, which was created by Dr. Bill Grace (Concepts). If we know our
values and what we want to change, then we can use those values towards our voice to make that
change.
Of the 4-V’s, value means that once we know what we value and cherish innately, we can begin to
integrate our values into our daily choices to make sure that they are ethical. Next, we must be able to
visualize our actions and plans concerning our service to others. We also need to be able to use our
voice to properly articulate our ideas and visions to others in a way that will motivate them to take
action as well. Finally, we must behave virtuously and strive to do what is right to even further develop
that character of virtue.
By taking the VIA values survey, I found that my top 5 values were leadership, perseverance,
honesty, humor, and bravery. When applying them to the “4 V’s” of ethical leadership, I think that
honesty, perseverance, and bravery are the most important to me. Honesty is extremely valuable to
me, I was raised to know that honesty is the best policy. Tell the truth and be honest with yourself and
others. I believe that it’s critical for self growth as well as nurturing your relationships with others. In a
social perspective, I think that perseverance is also needed. Fighting for your and others’ rights is
extremely important which is something that needs that dedication and determination in order to
facilitate change and also form a strong bond between those who share a common goal. And in order
for any of this to take place, bravery is needed for people to actually act, and take that first step
towards change. (SEE Evidence #2)
Source:
Concepts and Philosophies. (n.d.). Retrieved April 4, 2018, from http://www.ethicalleadership.org/
concepts-and-philosophies.html
of the above theory (Grace)

“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 In my HDF 190 class, we learned about the Relational Leadership Model by Komives, McMahon,
“Relational Leadership” model by and Lucas. The Relational Leadership Model is all about “putting others first and the significance of
Komives, McMahon & Lucas positive relationships between participants on the journey to purposeful change” (Regan, 1994). There
are three basic principles of Relational Leadership; knowing, being, and doing which are important
factors in forming our relational leadership identity. The theory is also made up of five main
components of relationship building and leadership; inclusiveness, empowerment, ethical, purpose,
and process-oriented. At the center of the overall process is our purpose which then influences how
we are inclusive, empowering, and ethical which help us be more sensitive to others.
Before we can begin to effect change, lead ourselves and others, you must first be knowing of
yourself, understand how change is able to occur and accept that others may view things differently
than you do. Being able to know yourself and engage in learning new information will help you
develop the skills required in the role that you play. Secondly, believing and being aware as well as
open to difference and value the different perspectives of others is important in being ethical and
principles as well as inclusive. Finally, doing and acting on your passions in a responsible way can
help generate effective civil discourse as well as facilitate coalition building and build interpersonal
skills.
Starting with the center of the Relational Leadership Model, a purpose is finding a common goal
and vision with those around you and then committing to that end goal whether it be a group project or
even social change. That purpose must be inclusive, empowering, and ethical towards others and
perhaps those we are trying to help. We can be inclusive by valuing and engaging all different aspects
of diversity which involves people from all walks of life so that everyone can contribute their own
unique strengths, values, ideas and talents to a group. Next, empowerment on self and others to get
involved and actively engage in whatever the task at hand is helps boost morale and create an
expectation of success for the group. Finally, our leadership efforts must be ethical and guided by your
set moral principles and values. We must lead by example and therefore be conscious of our actions
and decisions as well as their potential consequences. These four components of leadership are all
critical parts of the overall process of relational leadership. We have to be aware of group interactions
and the implications it has on the overall group work for effective decision making because team
building is important in maintaining and accomplishing the group’s vision or purpose. (SEE Evidence
#5)

of the above theory (Komives et al)

43. Student will show knowledge of the HDF 190 I researched the concept of constructivism independently for my HDF 190 class. It is another
concept of constructivism model of leadership in which a leader’s actions are able to create a trusting environment that helps
people realize their full potential, creates meaning and new actions based on purposeful intentions
(Lynch, 2016). This type of leadership is commonly seen, and very important in, a school and learning
environment. A constructivist leader should base their learning environment and teaching skills on
their passion, unique perceptions and insights, the community they work for, their authentic work
ethics, and fair assessment of progress. The community which a constructivist leader is serving is also
extremely important because sharing memories that the community has endured together can help
conceptualize work and fuel effective change. Leaders who are constructivists also know to listen to
other in order to understand them better as well as their needs. Constructivist leadership extends the
possibility for growth to those who may not have had that opportunity before by creating a trusting
environment and asking essential questions. (SEE evidence #17)
Source:
Lynch, M. (2016, May 22). Acts of Constructivist Leadership. Retrieved May 20, 2017, from http://
www.theedadvocate.org/acts-of-constructivist-leadership/
44. Students will describe personal examples

of implementing constructivism

the Experiential Learning Model (Kolb)

of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 In my HDF 190 class, we learned about the Social Change Model by Astin which is about facilitating
“Social Change Model of Leadership meaningful change and addressing root causes of the problem. There are 7 components of the Social
Development” by Astin et al Change Model; consciousness of self, common purpose, congruence, controversy with civility,
commitment, citizenship, and collaboration. These components can be split between group, individual,
and societal values.
The group values include collaboration, the common purpose, and controversy with civility. When
working in a group to achieve a common purpose/vision, collaboration and controversy with civility are
needed in order to work together effectively. Working together and sharing your responsibilities,
collaboration, will help you achieve your goals. Additionally, disagreements within a group are
inevitable, controversy w/civility, but we must be aware that others may have different opinions and we
must consider their opinions to let their voice be heard.
The individual values include consciousness of self, congruence, and commitment. These are
important for individuals to be aware of so that they can effectively contribute to a group effort to
created meaningful social change. Citizenship calls for individuals to be able to envision themselves
as an important part of the larger whole. One must also be conscious of themselves, meaning their
personal beliefs and values as well as their emotions. Individuals should also be congruent in their
actions, meaning that they are consistent and purposeful with their intentions. Finally, commitment
means that one should have an emotional passion for the change they are trying to effect and follow
through with their plans to try and create meaningful change.
The three main components of leadership development in this model are the group, the individual,
and society which all in turn affect and influence each other, creating a feedback loop between the
three. When an individual realizes their potential to make meaningful social change, they can then
inspire a group which then affects the larger society and can turn into a larger movement.
(SEE Evidence #6)

48. Student will describe personal HDF 190 Social Change group project For my HDF 190 class we learned about the Social Change model of leadership and then did a
application of the above theory (Astin group social change project. My group chose to participate in an event that was being held on campus
et al) called, “Your Skin Is In” which was a melanoma awareness event.They had organized for a survivor
from the Melanoma Awareness Project to come speak to us about her experience and educate us
about the risks and consequences of melanoma as well as the preventative measures one can take to
reduce your chances of getting melanoma. The Melanoma Awareness Project stresses the need for
positive awareness campaigns to educate people on the dangers of tanning and proper skin care
which is critical for college-aged people who are in the most at-risk age range. The staff at this event
were very knowledgeable and eager to answer any questions and they also had a skin specialist
available who volunteered a machine through which he could look at the skin on our face and see how
damaged by the sun it was. The staff also had “goodies” the that they were handing out such as small
packets of sunscreen, chapstick with SPF and bracelets that turned purple when exposed to harmful
UV rays in order to encourage people to be more mindful of what they are exposing their skin to when
they go out into the sun unprotected. There was also a “No Tanning” pledge that we were encouraged
to sign as well. Finally, we were left with one simple task; spread the word. They wanted us to tell our
friends about the dangers and to remind others that any tan is a bad tan and can get you one step
closer to skin cancer. (SEE evidence #15)
49. Students will demonstrate knowledge of

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

application of the above theory. (Komives
et al)

the Strengths-Development Model by
Hulme et al

of the above theory (Hulme et al)

behavior theories of leadership from
Michigan and Ohio State

of the above theories (Michigan & Ohio
State)

55. Student will demonstrate knowledge of COM 101 My first semester here at URI, I took a COM 100H class in which we learned about different types
Charismatic leadership of leadership, including charismatic leaders. Charismatic leaders rely on their personalities to sway
the audience and can articulate their visions in a very appealing way (Spahr, 2016). A charismatic
leader relies on their charm and persuasiveness to gain support from his or her target audience and
transform the leaders’ goals into actuality while inspiring others to act on whatever they are advocating
for. According to Ronald E. Riggio, a professor of leadership and organizational psychology at
Claremont McKenna College, charismatic leaders “are both verbally eloquent, but also able to
communicate to followers on a deep, emotional level.” Charismatic leaders are bold, take initiative,
and rally those around them in service of a common goal. Additionally, by using pathos in their speech
methods, charismatic leaders make emotional connections to the people who work for them. These
types of leaders come from all walks of life. A well known example of a charismatic leader is Dr. Martin
Luther King Jr. whose speeches ignited the movement for civil rights across the American south and
and the entire country. (SEE evidence #14)
Source:
Spahr, P. (2016, October 19). What is Charismatic Leadership? Leading Through Personal Conviction.
Retrieved April 15, 2018, from https://online.stu.edu/charismatic-leadership/#definition

of the above theory

contingency approach to leadership by
Fiedler

of the above theory (Fiedler)

Path-Goal theory by House

of the above theory (House)

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

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

Leadership Substitutes Theory

of the above theory

Models of leader emergence

66. Student will describe the impact of traits
on leadership emergence and
performance

Chaos approach to leadership by
Wheatley

of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural

anthropology / paradigms relate to
leadership
70. Student will describe personal example

of using cultural anthropology /
paradigms as a leader

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

application of the “Cycles of
Socialization” (Harro)

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

application of the “Cycles of
Liberation” (Harro)

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

application of the “Configuration of
Power” (Franklin)

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

application of model(s) of racial identity
development above

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

application of model(s) of gender identity
above

additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal

application of additional social identity
development model(s) above

McIntosh’s theory of privilege and its
relationship to leadership

application of McIntosh’s theory
85. Student will describe the differences and

similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of

relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective HDF 190 A change agent is someone who has the understanding, inspiration and skills to create positive
leadership as it relates to change agency and effective change (Kaufman, 2011). A leader is a change agent when they are able to understand
the process towards meaningful change, they must acknowledge that resistance to their efforts may
occur at all levels of that process and be knowledgeable of strategies to help them overcome
resistance. A change agent should also have confidence in their abilities to enact and inspire change
as well as patience because true change is a process that takes time. Furthermore, a change agent
should be willing to step outside his or her comfort zone and have a positive outlook on change and
optimistic about their ability to succeed. Finally, a change agent must be able to influence systems as
well as others to act, properly articulate their vision to others and be willing to take a risk to make a
difference and put others before themselves. With all of these skills, a change agent who is aware,
knowledgeable of the process, and confident in their abilities to be a leader for others to follow suit will
be able to demonstrate effective leadership which can lead to meaningful change and accomplished
goals. (SEE evidence #12)
Source:
Kaufman, B. (2011, July 28). The Leader as Change Agent. Retrieved April 13, 2018, from https://
www.universitybusiness.com/article/leader-change-agent

88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of

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

application of the “Model of Intercultural
Sensitivity” by Bennett

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

application of the Action Continuum by
Griffin & Harro

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

the Multicultural Organizational
Development Model (Jackson)

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

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

inclusive leadership

Outcome Category: Critical Thinking
98. Student will show knowledge of principles HDF 190 In my HDF 190 class, we have been pushed to utilize our critical thinking and analysis skills.
of critical thinking and fallacies (logic is Critical thinking is being able to think rationally about our actions as well as our beliefs and the ability
used in this minor) to engage in independent and self-reflective thinking (Almossawi, 2016). A person with critical
thinking skills is able to understand logical connections, identify and construct arguments, detect
mistakes in reasoning, solve problems, identify the importance of ideas and reflect on one’s own
beliefs and values.
Logical fallacies are "common errors in reasoning that will undermine the logic of your
argument” (Almossawi, 2016). They are often identified by a lack of evidence that supports your
claim or argument. Therefore, it is always very important to back up your argument with evidence.
There are many different kinds of logical fallacies, some of which include; circular reasoning, hasty
generalization, and stereotyping, just to name a few. (SEE evidence #19)
Source
Almossawi, A. (2016). PSCC Libraries: Common Book 2016-2017: An Illustrated Book of Bad
Arguments: Critical Thinking & Logical Fallacies. Retrieved from https://lib.pstcc.edu/c.php?
g=472401&p=3336596
99. Student will demonstrate proficiency of

critical thinking
100. Student will show knowledge of

metaphorical analysis to critically analyze
self and leadership situations

metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five

decision making methods
103. Student will describe personal examples of

having used five decision making methods
104. Student will show knowledge of at least five

problem solving / conflict management
methods, as well as understanding the
roots of conflicts

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

to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of

leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills

109. Student will demonstrate knowledge of HDF 190 Leadership class retreat At the Day of Discovery for my HDF 190 class, our peer leaders taught us about active listening;
active listening techniques what it is, its goal, how to engage, and how to respond. Being an active listener means that you are
encouraging, restating basic ideas, reflecting their feelings, clarifying, and summarizing (McLoughlin,
2016). When encouraging someone to speak, an active listener should make their interest known,
help maintain the conversation by encouraging their partner to continue talking while using a positive-
sounding voice. Some quick phrases one could use to encourage the person they are listening to
include, “I see…”, “That’s interesting…”, and “I understand…”. Restating the basic ideas of the
conversation shows the active listener’s understanding, engagement, and can help check your
interpretation of what they are saying by restating their ideas and placing emphasis on the facts. A
goof phrase to use to restate their ideas are, “In other words, you think…”. Reflecting your
conversation partner’s feelings shows that you are listening and understand their feelings and can
help them evaluate their thoughts by helping them think on it with short replies such as, “You feel
that…” and “You were pretty annoyed by this…”. Clarifying is when the active listening gets additional
fact about the given situation to help them see all sides of the problem by asking specific questions
such as, “Can you clarify that?” and “So in other words, what you’re saying is…” Finally, the last step
of active listening is summarizing in order to review what you have discussed or continue the
discussion by reflecting on the major ideas by saying, “If I understand you, you feel this way about…”.
(SEE Evidence #3)
Source:
Mcloughlin, M. J., Ernst, A. L., & GMC. (2016, February 11). Active Listening. Retrieved from http://
sites.psu.edu/leadership/2016/02/11/active-listening/

110. Student will describe examples of using HDF 190 Ever since learning about how to engage in active listening in my HDF 190 class, I’ve noticed that I
active listening skills have been consistently employing the techniques that fall under encouragement. When encouraging
someone to speak, an active listener should make their interest known, help maintain the
conversation by encouraging their partner to continue talking while using a positive-sounding voice.
Some quick phrases one could use to encourage the person they are listening to include, “I see…”,
“That’s interesting…”, and “I understand…”. My roommates and I are really close and whenever one
of them comes to me with a problem or something they want to talk about, I find myself saying things
like, “that’s interesting” and “I see…” in order to show that I’m listening and paying attention, but also
allowing them to finish their thoughts and not interrupt them. (SEE Evidence #3)

functions of group communication by
Hirokawa

of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques

regarding giving and accepting of feedback
114. Student will describe examples of giving

and accepting feedback.
115. Student will show knowledge of the 7D

coaching model (Knott)

application of the 7D Model (Knott)
117. Student will show knowledge of elements

of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of

engaging in a Crucial Conversation

facilitation techniques

facilitation techniques
121. Student will demonstrate knowledge of de-

briefing techniques
122. Student will demonstrate proficiency of de-

briefing techniques

framing based on psychology and its use in
group facilitation

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

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

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

meetings / setting agendas / and leading
meetings

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

Parliamentary Procedure
130. Student will show knowledge of techniques

for working with difficult people

using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 In my HDF 190 class we discussed Tuckman’s stages of group development. There are five stages
of group development (Tuckman/Tuckman of group development which are forming, storming, norming, performing, and adjourning. In the first
& Jensen, Bennis or others) stage of forming, there isn’t much trust within the group yet because there isn’t really any history
between them and the mission is not completely owned by the group. Stage two, storming, is when
individual roles and responsibilities begin to be articulated, agendas are displayed, but problem
solving doesn’t quite work at this stage yet so some anxiety may set on. Stage three, norming, is
when success occurs because the team confidence is high, their purpose is defined and all resources
needed are available. Stage four, performing, is when the team tends to become very motivated, there
is little waste of time and they have an efficient outlook. Finally, stage five, adjourning, is the final
assessment of what the group has accomplished, they begin transition planning and taking a look and
what could have been done better and improved in the future.
We also learned that some groups sizzle after Storming, while some make it all the way to
adjourning. I thought it was interesting how these stages were applied to students’ college experience
and it made a lot of sense and I could also apply it to my experiences so far here at URI. When first
year students first arrive they are in the forming stage because they are thrown into this totally new
environment and don’t know a of of people. After a little bit we move into the storming stage where
we’ve found some friends but it’s still new and we are not totally comfortable with them yet. Then we
move into stage three, norming, where we have adapted to college life for the most part and have a
more solid group of friends. I think of stage four, performing, as the time when we get back from winter
break. We know what needs to be done in order to succeed in our classes and are very efficient. Then
finally, adjourning will occur at the end of the academic year when we reflect on the first year of
college, what went well, what I did well, and goals you have for the next year. (SEE Evidence #4)
133. Student will describe personal examples of HDF 190 Social Change Group Project In my HDF 190 class, we are working on a Social Change Model group project, we chose
group development in use (Tuckman/ Melanoma awareness as our topic and experienced the five stages of Tuckman's Group Development
Tuckman & Jensen, Bennis or others). Model. The stages are forming, storming, norming, performing, and adjourning. Forming began the
first day we met in class as a group after the project was introduced. We hadn’t worked as a group
before, didn’t know each other too well or how each individual worked in a group and there was
minimal trust. We just established how everyone would contribute to each part of the project, as this is
what happens in the forming stage of the model. Storming occurred when we were working out the
more specific details and responsibilities everyone would have. There were some issues about who
would do what. We also faced some difficulties when selecting a date because a lot of us had
conflicting schedules. It took some time, but we settled on Melanoma Awareness on March 23rd. The
third stage, norming, began when we met outside of class for the first time. We got to know each other
a little bit more and became comfortable with one another and clearly outlined our process and final
goal for the project and were also able to get a lot of work done. Performing would be attending the
actual event for melanoma awareness and from there on completing the rest of the project and
reporting back on our experience with very little waste of time in order to recount the most accurate
details of our experience. Finally, adjourning is when we present our video and experience to the
class, answer any questions and reflect of what we could have perhaps done differently throughout
the whole process. (SEE Evidence #7)
134. Student will show knowledge of group roles

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

group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective

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)

140. Student will show knowledge of the COM 100H Tour Guiding (informative) I took a COM 100H class my first semester here at URI in which we learned how to construct and
construction / elements of informative and present informative and persuasive speeches. An informative speech involves a speaker informing
persuasive speeches their audience on something they are knowledgeable about. A persuasive speech is one in which the
speakers attempts to convince the audience to adopt their opinion and can impact the audience’s
attitudes, beliefs, values, and behavior. For both speeches, it is important to know your audience and
cater your speech towards them so that they can comprehend it clearly.
An informative speech can be about things, people, places, methods, events, or ideas/concepts
(Boundless). First comes the introduction which starts with an attention-getting device to grab the
audience’s attention. Next is the thesis statement in which the topic of the speech is introduced to the
audience followed by an outline of your three main points that you will be addressing in your speech.
The body of the informative speech is where you will explain the 3-5 main points you addressed
earlier accompanied by sub-points and examples to give a more in-depth explanation. Finally, a
conclusion in which the main points are summarized, the thesis is restated and then finished with a
personal story or final statement towards the audience.
The structure of a persuasive speech is very similar to that of an informative speech except here,
the speaker should incorporate pathos: appealing to and resonating with the audience’s feelings and
emotions (Boundless) as well as ethos (credibility of speaker) and logos (logical reasoning and
evidence). The audience must feel that the speaker is knowledgeable and credible before he or she
can change their opinion.
(SEE Evidence #8)
Source:
Boundless Communications. (n.d.). Retrieved March 18, 2018, from https://
courses.lumenlearning.com/boundless-communications/chapter/types-of-public-speeches/
141. Student will demonstrate proficiency in HDF 190 Servant Leadership Speech In my HDF 190 class, as our unit assessment for the Social Change Leadership model, I gave an
informative and persuasive public speaking Tour Guiding informative speech to my peers in which I discussed the key points of the model, how it applies my
career aspirations, as well as my Gallup Strengths and VIA Values. My speech was organized into an
introduction in which i introduced myself and previewed the subjects of my speech, followed with a
body containing all of the content and sub-points that i would be talking about, and finally, a
conclusion In which I summed up the main points and thanked my audience. I made sure that I made
eye contact with my audience, spoke loud and clearly so that my information was delivered clearly
throughout the speech. Organization and practice is key when delivering any speech because one
wants to give the impression that you are knowledgeable about the subject which enhance’s the
speakers’ credibility.
I consider my job as a tour guide for the University of Rhode Island to be a form of informative and
persuasive public speaking because I provide information of everything that our amazing school has
to offer with the end goal is of convincing prospective students to choose URI as their home for the
next four years. With practice I believe that I have become quite proficient in this type of public
speaking. In persuasive speaking, it is very important that the audience feels that the speaker is
knowledgable and credible before their opinions can be changed and decisions made. In the eyes of
visitors, I am a credible speaker because I am employed by the university and have a name tag and
uniform that confirm my position and knowledge of the university. (SEE evidence #13)
142. Student will show knowledge of planning

and conducting interviews (as the
interviewer)

planning and conducting interviews (as the
interviewer)

144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
145. Student will describe personal examples of None Tour Guide At the beginning of the fall semester, I applied to be a Tour Guide. For the first interview, not much
preparing for and being interviewed preparation was needed, I just needed to dress professionally and be confident in myself. Once I was
invited back for a second round interview, there was more preparation needed. We were required to
memorize key points for 4 sections of the tour and would be required to present at least one of them
at the interview. They were Talent Development, Dining, Study Abroad, and Counseling Services.
When I got the email with the information we were to memorize, I annotated it as I would any other
important material for class. I then reworded the material in a way that made sense to me. After I had
read the information a few times, I began testing myself by covering it up and then reciting all of what I
could remember until I knew everything.
The interviews were in groups so there were three other girls in the room at the same time which
made me a little more nervous. Three interviewers, two of which were students, sat across from us
and began by explaining the structure of the interview before we started. They then asked who would
like to recite one of the sections of the tour we had to prepare for first and I instinctively raised my
hand. I was assigned Study Abroad and recited it as if I was on tour. My voiced quivered a little at the
beginning and my palms were sweaty. In the interview I always made sure that I was smiling and
engaged in what the interviewers were saying because I wanted to demonstrate how much I wanted
the position. Looking back I also notice how I used humor, one of my top five values, in the interview
process. When asked to share something interesting about myself, I joked about the time I was almost
run over by a secret service car in my summer pool parking lot, which made the interviewers laugh
and made me feel more confident and comfortable with the whole interview process. (SEE Evidence
#9)
146. Student will show knowledge of effective

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

working in collaboratives/coalitions

techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in

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

accountability in leadership / member
relationships

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

relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies

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

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

influence
157. Student will describe influence applies to

leadership
158. Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship

mentoring and being mentored
160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership

related to being a peer leader and being
led by peers

Final Leadership Inventory 2017-18 Johanna Leffler

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LEADERSHIP

Name: Johanna Leffler

Leadership Inventory Revised 08/22/2017 !1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 !2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 !3

Leadership Inventory Revised 08/22/2017 !4

Leadership Inventory Revised 08/22/2017 !5

▪ Leadership theory and

Leadership Inventory Revised 08/22/2017 !6

Leadership Inventory Revised 08/22/2017 !7

1. Student will demonstrate autonomy and a

2. Student will demonstrate personal,

3. Student will demonstrate the ability to

4. Student will demonstrate knowledge of

6. Student will express a personal code of

7. Student will demonstrate practice of the

8. Student will express a personal values

9. Student will demonstrate practice of the

Leadership Inventory Revised 08/22/2017 !8

11. Student will describe goals and objective

12. Student will show evidence of goals and

Leadership Inventory Revised 08/22/2017 !9

15. Student will show knowledge of the theory

16. Student will show application of Manz &

Leadership Inventory Revised 08/22/2017 !10

18. Student will describe personal leadership

Outcome Category: Leadership Theories

19. Student will show knowledge of the

20. Student will describe personal application

21. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 !11

23. Student will show knowledge of the

24. Student will describe personal application

25. Student will show knowledge of “Theory

26. Student will describe personal application

28. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !12

30. Student will describe personal application

31. Student will show knowledge of the “14

32. Student will describe personal application

33. Student will show knowledge of the

34. Student will describe personal application

35. Student will show knowledge of the

36. Student will describe personal application

39. Student will show knowledge of the

40. Student will describe personal application

42. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !14

44. Students will describe personal examples

45. Student will demonstrate knowledge of

46. Student will describe personal application

Leadership Inventory Revised 08/22/2017 !15

49. Students will demonstrate knowledge of

50. Students will describe personal

51. Students will demonstrate knowledge of

52. Student will describe personal application

53. Student will demonstrate knowledge of

54. Student will describe personal application