DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*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.
OUTCOMES
Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive Leadership,
Critical Thinking)
Targeted Classes
Experiences
Evidence
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.
Leadership Inventory Revised 08/22/2017 3
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
3 credits or internship 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
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 PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone 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
Leadership Inventory Revised 08/22/2017 4
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
R objectives
o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership O
S G
RE-EVALUATE R
S
former stages E
as you progress S
4. Develop and Refine
Skills S
Evidence #5
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 At the beginning of the year in HDF 190 we had to complete a VIA values assessment in which we got
statement (Sources = VIA, values our top 5 strengths. My top 5 VIA values are Judgment, Perseverance, Fairness, Prudence, and
clarification exercises, etc.) honesty. My strength of judgement makes me good at thinking things through and making informed
decisions. My next value, perseverance, shows that I determined in the things that I do and keep
working hard in spite of the obstacles I’m facing. My third value is fairness, this value shows how
important equality is to me and I do my best to treat everyone the same no matter the situation. No
matter what im doing, I make sure to think every decision through and understand how it’s going to
affect me later, this is why my next value is prudence. Prudence means being careful about one’s
choices and not taking pointless risks. My last but certainly not least value is Honesty. I strive to always
“tell it how it is” and be honest with myself and others and I don’t see the point of needless lies.
Evidence #14
9. Student will demonstrate practice of the HDF 190 At the beginning of the year in HDF 190 we had to complete a VIA values assessment in which we got
personal values statement Greek 101 our top 5 strengths. My top 5 VIA values are Judgment, Perseverance, Fairness, Prudence, and
honesty. I saw these values come out a lot during my time rushing my fraternity. When deciding on
what fraternity I liked best I used my judgement and prudence to weigh each social, reputational, and
most importantly academic aspects of each fraternity on campus before making my decision. I
persevered throughout the rush process overcoming obstacles physically and mentally and stuck
through it through thick and thin. As I began to grow close and bond with my peers in the fraternity I
noticed my values of fairness and honesty in the people that I surrounded myself with and grew close
to.
10. Student will demonstrate the ability to COM 100 In COM 100 I had to complete a lengthy multi-part group research project and presentation that put my
lead a project from start to finish (follow- academic and leadership skills to the test. I was put in a small group and tasked with putting together a
through) presentation based off of research we had each done for a previous individual speech. Although all of
Leadership Inventory Revised 08/22/2017 7
our topics were concerned with food it was still a challenge to incorporate everyone’s research and
hard work into one fluid group presentation. The presentation was 12-15 minutes long and included
visual aids, extensive verbal descriptions of content, and hands on demonstrations. These aspects
required hours of preparation and cooperation between my group members and I, in and out of class.
This project required commitment and determination from day 1 all the way to our last day in class
where we presented our presentation and received our grade.
Evidence #2
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and Greek 101 Rushing a Fraternity This spring I decided to rush a fraternity to become more involved on campus. My first semester is was
objectives that were planned and not very involved on campus and had a hard time branching out and meeting new people. I was also
achieved looking for a way for me to add to my resume and with all the philanthropy events, and networking
opportunities offered, joining a fraternity was a no brainer. Although rushing a fraternity for 4 weeks
was very stressful, it helped me develop valuable time management skills and taught me how to
prioritize and follow through on my goals. Overall rushing a fraternity was an awesome experience
because it allowed me to get close to all the guys in my recruitment class and gave me the opportunity
to work side by side with a large group to achieve a common goal.
Evidence #4
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
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
Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)
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 Target class Additional Experiences Descriptive notes regarding learning and practice
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)
21. Student will show knowledge of the
Leadership Inventory Revised 08/22/2017 8
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal application
of the above theory (Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory of
leadership by Drucker
24. Student will describe personal application
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
26. Student will describe personal application
of the above theory (MacGregor)
27. Student will show knowledge of the HDF 190 Written by Robert Greenleaf in 1970, the idea of Servant Leadership is that one most serve others and
“Servant Leadership” theory of leadership put the needs of others before their own. Servant leadership consists of three categories which are
by Greenleaf relationship building actions, future oriented actions, and community oriented actions. The 4 categories
of relationship building actions are listening, empathy, healing, and awareness. The categories regarding
community oriented actions are persuasion conceptualization, and foresight. Last but not least the
categories under community oriented actions are stewardship, commitment to growth, and building
community. Servant leader betters themselves by focusing on helping those around them and indirectly
improving their situation by helping others first. An effective servant leader knows their strengths and
weaknesses and uses this knowledge in all facets of their leadership. By knowing their own strengths and
the strengths of people around them, servant leaders create a work environment that benefits all
involved.
Evidence #12
28. Student will describe personal application HDF 190 In FLITE class I had to prepare a 2 minute speech displaying my knowledge and understanding of
of the above theory (Greenleaf) Robert Greenleaf’s servant leadership theory and what it means to me. During the speech I described
how I use servant leadership in the many part time jobs that I’ve worked and how important it is to a
successful work environment. The main aspect of servant leadership is knowing your strengths and
values so I described my top VIA value of judgement and top Gallup strength of context and described
how they relate to my career goal of becoming a RI State Trooper. This experience allowed me to
demonstrate my knowledge of servant leadership and show how I use these skills in all aspects of my
life whether I’m on the job or not.
Evidence #1
29. Student will show knowledge of the
“Principle Centered Leadership” theory by
Covey
30. Student will describe personal application
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
32. Student will describe personal application
of the above theory (Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
38. Student will describe personal application HDF 190 VIA Values During FLITE class we created out own 4V’s crest that incorporated the 4 parts of
of the above theory (Grace) the 4V model with a personal touch. To represent the first V I listed my values
which were judgement, perseverance, fairness, honesty and prudence. These are my
top VIA terms which represent my top values that I use every day and not just in an
academic setting. My Vision is to be courageous, to always stand up for what is right
and to have respect for all but fear none. Building on that idea, I will use my voice to
stand up for what I believe in and to encourage others to do the same and stay on
course when a challenge comes my way. Lastly I will always strive to have the
courage to be virtuous and always work for the common good instead of focusing
on my own interests.
Evidence #3
39. Student will show knowledge of the
“Situational Leadership” theory by Hersey
& Blanchard
40. Student will describe personal application
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Relational leadership is a leadership process based off of 5 pillars. The 5 pillars of
“Relational Leadership” model by relational leadership are inclusive, empowering, purposeful, ethical, and process
Komives, McMahon & Lucas
oriented. Being an inclusive leader means promoting diversity and understanding
and respecting every group members differences and understanding how they effect
the group negatively and positively. The next pillar, empowerment, stresses that all
members of the group deserve to be heard and a leader that embodies this actively
removes obstacles that stand in the way of inclusiveness and involvement. The third
pillar of relational leadership is to be purposeful. Being purposeful means being
committed, purposeful leaders find common ground amongst group members and
help influence them towards their common goal. Aside from this purposeful leaders
Evidence #16
42. Student will describe personal application HDF 190 The 5 concepts of Relational Leadership are embraced regularly in my fraternity on campus.
of the above theory (Komives et al) The fraternity that I am a part of on campus effectively employs the relational leadership
model. The first pillar embodied is purposeful. As a member of the fraternity I am held to
strict academic standards and required to fulfil 10 library hours per week in order to succeed
academically. By coming together every week for chapter, we each share this common
purpose and use this to come together and help make our lives and others lives the best they
can be. Through our fundraisers and philanthropy we all work together for the betterment of
our community. Another aspect of Relational Leadership that I uphold within my fraternity is
ethics. One of the focuses of joining a fraternity is the devolvement of character and this is
done often bringing together a large diverse group of young men all working towards one
cause while being held to the same set of core values/ethics. Another aspect of the Relational
Model that is reflected by my involvement in my fraternity is inclusivity. As a fraternity we
are a very diverse group of people from varying backgrounds and lives and being inclusive is
a huge part of that. We come together as one and find common ground and work to find the
best in each person giving them goals and giving them an opportunity to work together with
others for something larger than themselves. By pushing inclusivity and encouragement
chapter wide, the fraternity seeks to empower all members. During chapter there is
opportunity for each person to address the whole chapter. By doing so this encourages
members to share their thoughts and to be a leader and speak up and share what they believe
in. Through this self-esteem is built and more empowered confident leaders are shaped. The
last part of the Relational Leadership model that is embraced each day by our fraternity is a
process-oriented approach. Each member is encouraged to come together and work as one
towards common goals no matter what we are working on. Our chapter is motivated to
constantly work towards making the best versions of ourselves and others while helping to
benefit the community around us. By coming together and working towards something larger
than ourselves we truly embrace a process oriented approach where everyone works together.
Evidence #22
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
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
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
101. Student will demonstrate proficiency of
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
105. Student will describe personal examples of
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107. Student will demonstrate knowledge of
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 Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of
active listening techniques
110. Student will describe examples of using
active listening skills
111. Student will demonstrate knowledge of
functions of group communication by
Hirokawa
112. Student will describe personal application
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)
116. Student will demonstrate personal
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
119. Student will demonstrate knowledge of
facilitation techniques
120. Student will demonstrate proficiency of
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
123. Student will demonstrate knowledge of
framing based on psychology and its use in
group facilitation
124. Student will demonstrate proficiency of
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
Leadership Inventory Revised 08/22/2017 17
126. Student will describe personal application
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
128. Student will describe personal examples of
organizing meetings / setting agendas /
leading meetings
129. Student will show knowledge of COM 208 In COM 208 my classmates and I participated in parliamentary debate in class. We the participants
Parliamentary Procedure were not told the topic of the debate until 15 minutes prior in order to guarantee extemporaneous
arguments. The debate was modeled after British Parliamentary procedure and stressed to need for
extemporaneous witty arguments while still sticking to a strict format. The two sides were the
government and the opposition. The debate was started by the acting *Prime minister and then
rebutted by the *Leader of the opposition. After this the *Deputy Prime minister was given the
opportunity to speak followed by the *Deputy opposition leader. After this another *Member of
government was allowed to make a speech then followed by a *Member of opposition. After this took
place the *government WHIP made the government’s closing arguments followed by the closing
arguments of the *Opposition WHIP. Once this was completed the Judge would make a decision and
named the winner of the debate.
130. Student will show knowledge of techniques
for working with difficult people
131. Student will describe personal examples of
using techniques to work effectively with
difficult people
132. Student will show knowledge of the stages HDF 190 The 5 stages of Tuckmans group development theory are the forming, storming, norming, preforming,
of group development (Tuckman/Tuckman and adjourning. The first stage, forming, is where the group comes together for the first time and
& Jensen, Bennis or others) becomes a part of one group identity. During this stage group members become familiar with each
other and begin to delegate tasks. The second stage, storming, is when group members begin to
disagree and where conflict occurs. It is perfectly natural for group members to clash as they get to
know each other well and successful groups are able to learn of this stage and become a better,
stronger group. The third stage of norming is where group members become even more familiar with
each other and come together as a group and work as one. The next stage, which is preforming is
when the group is very comfortable with each other and completes the tasks the assembled together to
do. The group works well together and does not require supervision in order to be productive. The final
stage of Tuckman’s theory is the adjourning stage. In the adjourning stage, the group’s goals have
been achieved and members disband and go their separate ways.
Evidence #9
133. Student will describe personal examples of HDF 190 In HDF 190 I was put in a small group for the entire semester in which we experienced all 5 parts of
group development in use Tuckman’s group development theory. We experienced the forming stage when were first put in our
(Tuckman/Tuckman & Jensen, Bennis or groups, our group started off very strong and we soon noticed that we were a lot more talkative then
others). the other groups. Our group experience was a little different than others in a sense because the next
stage we experienced was norming. Our group named ourselves “Circ De FLITE” because we felt it
represented all of our crazy personalities. We quickly became close as a group and started to
frequently communicate in and outside of class. After this we experienced the storming stage when
selecting a social change project. My group members and I had a very hard time deciding on a social
change project that we all wanted to do and was compatible with our schedules. We had a hard to time
coming to an agreement and tempers flared briefly but we soon agreed to volunteer at a mental health
awareness 5k on campus, and just like that we were on to the preforming stage. My groupmates and I
142. Student will show knowledge of planning UCS 270 For my UCS 270 final I had to interview a someone who has a career in my desired
and conducting interviews (as the field and present and summarize my experience in a 5-7 minute presentation in front of my
interviewer) class. I took UCS 270 this semester because the purpose of the class was to help undeclared
students find a major and career that best interests and suites them. For my presentation I
interviewed a police officer from the North Smithfield police department. Before the interview I
had to prepare 10 interview questions to help me better learn about a career in law
enforcement. I chose to interview Alex Murray from the North Smithfield police department in
order to gain more information on what a career in law enforcement is really like. My interview
gave a massive amount of insight on the life of police officer on and off duty Alex shared
invaluable information and first-hand experiences ranging from prepping for the academy to
managing time between work and family. When I first heard I had to interview someone in my