Outcomes & Evidence Progress Inventory : Leadership Development

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
*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
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
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 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
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
 Leadership theory and

practice 3. Broaden Your Perspectives…
 Communication Understand others
 Group Development
 Inclusion  Hierarchy of needs
 Citizen Activist Skills PROGRESS  Racial, cultural, gender, sexual orientation,
 Critical Thinking 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, HDF 190 Best Buddies In HDF 190 and my other classes, such as BIO 242 and CHM 103, I found that organization works the
organizational, and academic examples of APO same way for me. I have to take handwritten notes. If I take notes on a laptop I will not remember the
self-discipline BIO 242 information. I also record lectures so that while I am rereading my notes I can listen to them and add
CHM 103 any missed details. I also have to have different folders and notebooks for every subject so that no
papers get lost. To assure that I get the grades I want I do a little of every subject every day to make
sure I am retaining the information. I also do this so when there is a test or quiz so, I will not stress out
the night before because I haven’t been studying the material. To hold my self-accountable for this I put
charts on my wall to check off each day after I completed that subject. The charts are on top of folders
so that If I have any confusions or questions after I finished a subject for the day I can put it inside and
start from there the next day.
For Best Buddies, an organization that connects adults with disabilities and college students, and
Alpha Phi Omega (APO), a national service fraternity, I keep track of the activities that are always
happening, along with due dates by putting them in my phone and on a calendar in my room so I will
know when I am available to things
See Evidence 1
3. Student will demonstrate the ability to HDF 190 Day of Discovery, CHM 103, BIO In HDF 190 we did a lot of activities that involved or small groups. In each activity we had to listen to
manage emotions 242, APO Best Buddies each person’s reasoning in order to get the same goal. In doing this I had to learn how to control my
own emotions in order to actually hear what someone was saying. One example of this is when we had
to build a house out of spaghetti and marshmallows. Each person had a different idea as to what to do
and I was very focused on doing it the way I thought was best to the point I was really angry it wasn’t
happening. I then took a breath realizing that being angry wouldn’t do anything. At the Day of
Discovery, a retreat for HDF 190, our small group talked some deep topics and instead if shutting down
out of fear of being shut out by my peers, I decided just to take aa deep breath and say the things I
wanted to. Between dealing with classes, such as CHM 103 and BIO 242, and different organizations,
such as best buddies, an organization that connects adults with disabilities and college students, and
APO (Alpha Phi Omega a national service fraternity), my schedule can get very overwhelming, but
instead of just breaking down I tend to take a break for a few minutes. In these breaks I normally take
deep breathes and listen to music in order to clear my mind and look at everything from a new
prospective.
See Evidence 2
4. Student will demonstrate knowledge of NUR 100 Best buddies, APO, URI 101 In Nursing 100 we discussed different stressors and different ways to manage stress in a work setting.
stress management methods Such as keeping journals, exercising, watching movies or reading books in the class we had
PowerPoint slides introducing the topic then we all had to take stress test survey, to see how stressed
we actually are. After we took this survey we then discussed how we can use this stress relievers.
In URI 101 we talked about how to avoid getting over stressed, such not studying too long in a row and
to take breaks when it starts to get rough, or asking for help.
Best Buddies, an organization that connects adults with disabilities and college students, can get really
stressful at times, the executive board of best buddies had told us about this and that its best to take
deep breathes and look at the situation from a new view.
Alpha Phi Omega (APO), a national service fraternity, can also be stressful with planning events and
rides to the events, from talking to people that had already have been in the club I now know to just
take a pause and everything will fall into place if you remain calm.
See Evidence 3
5. Student will demonstrate the ability to HDF 190 Best Buddies APO, CSV 302, CELS In HDF 190 we talked about the importance of managing stress in order to be the
manage stress best version of yourself you can be. On the first day of HDF 190 I copied the
schedule into my calendar in order to know all dates and keep away from stressing
over last minute things. Also when we had to give our speeches for HDF 190 I was
very stressed out beforehand. I finished my speech a couple days before the class,
in order to assure time to practice it. When I would get stressed practicing I would
write down why I was nervous for the speech and try to fix it the next time I
practiced. Before class I read those notes as a reminder of what to do during my
speech and then I used slow breathing techniques while waiting to go. In Best
Buddies college students are paired up with people in the community who have a
disability, once you are paired you have to talk to your buddy once a week and do
an activity with them once a month outside of the club event. I have had a lot of
trouble getting in contact with my buddy, so instead of just freaking out that I can’t
talk to him I reached out to the executive board and they are all helping me reach
out to him. I get really worried at times because I always feel like I am not doing
what is expected of me, when this happens now I take a piece of paper and write all
that times I have tried to contact him so I don’t have to stress that I am doing
something wrong.
In Alpha Phi Omega (APO), a national service fraternity, when I have to help plan
events I get nervous too so I again seek guidance and I write down what I can do to
make it better to get it all out of my head.
When I am stressed for a test or any things that it would be harder to seek guidance
for I go to the gym to clear my mind, I will also get a full eight hours of sleep because
I won’t retain anything in my head at that point. Sometimes if I need a little break I
will just watch a movie or TV show episode to get my mind off of things.
In CSV 302 for being a trip leader we discussed stress management techniques for
being on the trip. First it is important to know where you gain your energy from
because this will help calm you down in stressful situations. For me it is beneficial for
sit by myself for a bit, or take a walk to clear my head.
While being a civic engagement leader on event we had was Fresh check day. This
is a mental health awareness day for students. It has all different booths that are
stress relieving. There are spots where you can make stress balls, express yourself
with art, and others. I feel that after going to fresh check day it has helped me learn
new techniques for managing stress. I realized that when I have something in my
hands I am not as stressed. Now I always keep playdough in my bag to take out
when I feel a bit stress. I also learned the importance of taking breaks. If I am
stressed out from school work I walk away from it, knowing that doing it while stress
I will not do my best. I also try to have one day every semester that I do not have
classes to assure I have time to take care of my mental health.
See Evidence 4
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 HDF 190 Day of discovery In HDF 190 we took the VIA Institute on Character survey to see the order of our values. My top five in
statement (Sources = VIA, values order were Honest, Kindness, Fairness, Gratitude, and Spirituality. To me honesty is being true to
clarification exercises, etc.) yourself and others, kindness is respecting everyone, fairness is giving each person an opportunity,
gratitude is having and showing appreciation, and spirituality is being able to connect. I feel like each of
these values describe my life spot on. I feel really bad if am not honest to someone and am hurt when I
am lied to. I treat everyone the same no matter who they are. I am very appreciative of everything I
have in my life and even though I don’t always physically show it I am always thinking it. And I love
being connected to things and people. I feel that connectedness makes us whole. During the Day of
Discovery retreat for HDF 190 we were asked to bring in an item of value to us. I brought in my bucket
list journal. I take my bucket list very seriously and am determined to complete everything on it. My
bucket list is liked the typical on though. Things on my bucket list include experience cultures around
the world, save someone’s life, and make a difference. I feel that these desires in my life reflect my
values. For example, experiencing cultures around the world, it’s because I want to feel a connection
with people I meet and culture is a great place for that. Also because I feel like in the US we take our
culture for granted and although I am appreciative that my culture is well known I think that everyone
deserves the chance for their culture to be known and accepted. I incorporate these values into every
aspect of my life. I believe it is important to be honest, thankful, kind, fair, and to make connections.
See Evidence 5
9. Student will demonstrate practice of HDF 413 VESA During my time in HDF 413 I realized that my personal values statement is the same
the personal values statement as it was before, which is do everything with each of my values in mind. It means to
be honest, kind, fair in everything I do, while being grateful and feeling connected to
what I do. I for things because I enjoy it and see a need for it. While being in HDf
413 it reminding me how much m values mean to me.
Sometimes my values cause me to go outside of my comfort zone. For example
when I went to Ecuador on a service trip. I went without anyone I knew, which is
something I typically do not like to do. However my values for kind and fair were
coming our because i knew that the village I would be serving did not have a
majority of the resources I am beyond grateful for here in the United states. While on
the trip I saw my spirituality value come out because, I wanted to feel connected to
the people I was serving in the village, and also the people I was serving with. I
wanted to fully emerge myself in this little village culture. My honesty value was
always there by being true to myself and doing what I love.
See Evidence 21
10. Student will demonstrate the ability to HDF 413 CELS In HDF 413 we focused on being able to plan and execute retreats that will benefit
lead a project from start to finish the goal of the organization that comes to us. I only had the opportunity to shadow
(follow-through) one of these retreats. In that time I saw the pre retreat meeting and the thought
process that goes into planning retreats. I also saw on the retreats were ran the day
of, some accommodations need to be made to ensure that the best outcome is
reached. Lastly I was there for the post retreat meeting, where there was a
discussion on how things went and tips that will be beneficial for the future.
During my time as a civic engagement leader (CEL), I was able to lead a project
from start to finish. I was the lead CEL for the penguin run at Mystic Aquarium.
Before the day of the event I used the CEL guide to come up with a name game and
an ice breaker to start the day with. I also found a reflection activity to do after the
event was over. I was also in charged of the logistics of the day, such as taking
attendance, assuring forms were signed, and giving the bus driver directions. We did
our name game while waiting for the bus at URI. I had planned to do picnic, but the
day of there were too many students to do that activity, so we just had each member
go around and say their name. Once we got to the Mystic Aquarium I checked in
with at the volunteer tent, they were not ready for us, so we did our ice breaker while
we waited. We did screaming toes, although we divided the group into three smaller
groups. After the ice breaker the program told us what needed to be done, so I
helped them decide who would go where. Once the event was over we came back
together as a big group to thank everyone for coming and before we got back on the
bus we divided into three groups again for reflection. With my group I did a one word
whip with some people describing their word. I then gave the group evaluations and
candy. We got on the bus and had to do attendance again. After we got back to URI
I had to bring all the supplies back to the clearing house and read the evaluations.
See Evidence 22
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
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 Day of discovery, ASB In HDF 190 we took the Strengthquest test to learn what our top 5 strengths were.
Signature Themes, shadow side of HDF 413 According Gallup Strengths, my top five were responsibility, developer, empathy,
Strengths and/or weaknesses, and belief, and relator. I found that these strengths really relate to me. To me my
examples of application (Source = Gallup) strengths mean responsibility as in taking a stand, owning up to what you do, and
not always relying on others, Developer as in seeing the possibilities and making
them happen, mostly in within people, Empathy is being able to feel how others feel
and put myself in the middle of their situation, belief is having the ability to know that
things are going to work out and helping others see it that way too, and relator
meaning relationships are valuable and important, I take pride in each one I make
and make them close relationships.
During the Day of Discovery, a retreat for HDF 190, we were able to use our
strengths in a team builder exercise, where we had to make it across the room with
only stepping on dots. I found that my responsibility strength came out when were
would make a mistake and have to start again. My empathy came out when my
teammates would mess-up and get stuck, I would feel bad for them and try to figure
out how I would get out of the situation. Developer came into play when we needed
to figure out how we were going to get across. And lastly belief was in play
throughout the whole activity knowing that my team would make it across no matter
what.
ASB was an alternative trip during spring break. I went to Louisiana and I saw my
strengths coming through at all different parts of the trip. One example of this is
while we were serving with a family to fix up their house after it was destroyed by the
flooding. There was this little 7-year-old boy that was very shy and scared with
twenty-five strangers in his house. I was able to emphasize with him when I saw him
staying close to his brothers and barely talking. My responsibility strength kicked in
when I got down on his level to talk to him and just find out more about him. That
one moment also showed belief with me knowing he would eventually talk to us and
developer because I was able to see that he wanted to know us and be a part of this
project with is. By the end of the day he was following me around like a shadow and
was willing to talk to anyone. As a realtor I was able to value this new relationship I
made because it wasn’t just a natural process.
In HDF 413 I saw my strengths come out many times. My empathy was useful when
we were doing the activity with the stickers and how comfortable were about

different aspects of life. I was able to understand where the people in my group were
coming from and why they put their sticker where they did. My developer along with
relator strengths was used throughout the whole semester, making relations with
classmates. I saw my strength of belief when ever we did an task that was
challenging, knowing that it can be done. Responsibility was beneficial in getting all
my work done.
These strengths are beneficial in being a leadership consultant. Responsibility
ensures that I will have the information needed for the organization to succeed. This
could be figuring out the best activities to do on a retreat, communicating with
participants, or just assuring all materials that will be used are there. Developer
helps me to be able to make a relationship with the organization that we are working
with, I will be able to see the possibilities they can tackle and assure they do.
Empathy is useful because I can understand the way behind some the things that
participants may be doing or saying. With having a strength of belief I will know that
the group will be able to accomplish their goals, even if they do not. Finally the
relator strength will help me take pride in my role as a consultant and the relations I
make with people through it.
See Evidence 6
18. Student will describe personal leadership URI 101 CSV 302, Trip leader In URI 101 we took the Typefocus quiz, my result was ENFP which stands for
style and/or personality style including extraversion, intuition, feeling, and perceiving. I relate to most of these, I always
strengths and weaknesses and examples want to know for about people and can feel what others feel. I am flexible with things
of application (Sources = Leadership style and feel that new approaches make for new adventures.
inventories, the L.P.I., Type Focus In CSV 302 for being a trip leader I took the 16 personalities quiz and my results
(MBTI), LAMP, DISC, and other career were INFP-T. This stands for Introverted, intuitive, feeling prospecting, and turbulent.
inventories, etc.) This personality is known as the mediator and I feel that fits me well. I like to guide
my friends in solving their problems and just get happy when they are happy. I find it
interesting that between freshman and junior year I have become for introverted. I
feel that I am in the middle of introversion and extraversion. It depends what
situation I am in. By being an alternative spring break trip leader this year I have
noticed that once a meeting starts I get really into talking to the participants, even
when we were doing interviews. However before it starts I get really nervous and just
need to be by myself for a while to be able to lead the meetings. On the 16
personalities website it says that mediators are always looking for the good in every
situation, I feel that I do that for most situation and it is useful when leading a group
of people, because I can see the potential the group has and I want them to get
there, no matter how it goes.
https://www.16personalities.com/infp-personality
See Evidence 23
Outcome Category: Leadership Theories
“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 Best Buddies In HDF 190 we learned what a servant leader was. According to Robert Greenleaf a servant leader is
“Servant Leadership” theory of leadership a person that is first a servant and is a servant by choice. In class we had a power point that had
by Greenleaf taught us about this model. It started off with Robert Greenleaf’s definition then went on to discussing
the ten characteristics that correspond with the servant leadership theory. This are the characteristics;
Listening, meaning the other person is felt like they are being heard. Empathy is having the ability to
see where others are coming from. Healing is being able to make one whole. Awareness of what is
going on in whatever situation you are dealing with. Persuasion is when the leader is able to convince
others that what they are doing the right. Conceptualization meaning, they good look at problems ad
find different ways to “fix” them. Foresight is having the ability to use knowledge of the present and
past to benefit the future. Stewardship according to Peter Block is holding something in trust for
another. The final two characteristics are Commitment to the growth of people and building a
community.
In Best Buddies, an organization that connects adults with disabilities and college students, we are
servant leaders because naturally we all want the community with disabilities to feel accepted in the
world. We use empathy to understand where each person with a disability is coming from in order to
give them what they need. We also are committed to the growth of each buddy and the whole
community of people with disabilities to improve.
What Is Servant Leadership?
https://www.greenleaf.org/what-is-servant-leadership/
See Evidence 7
28. Student will describe personal application HDF 190 ASB, APO, HDF 413, SOLC, In HDF 190 we had a student panel come in and tell how they are each servant
of the above theory (Greenleaf) Working at the CDC leaders. Each of them had a different example of how they serve, but it was shown
how each of them had a natural desire to serve and therefore they have benefited
the people around them, which is Robert Greenleaf’s definition of a servant leader. I
believe I have been a servant leader in the organizations I am part of. For Alpha Phi
Omega (APO), a national service fraternity, we do different service projects, most
weekends. This year I was on service committee so I was able to try to serve in
areas I thought were necessary. Some of the service trips this year were the Habitat
for humanity Restore, campus clean up, and a hike path clean up. I also have the
opportunity to go on an Alternative Spring Break (ASB) trip this year. We went to
Louisiana to serve the areas of the state that were affected by the recent floods. We
were able to serve families personally and also the public areas that were affected.
We planted trees because many of them were destroyed from the floods. One of
most memorable service opportunities I was given on this trip was while we were
serving this family of twelve get their house ready to paint. As we were working the
family came by and there was a seven-year-old boy that was very shy and scared

that we were all there. I saw this in his face and explained everything we were doing
to him and by the end of the day he wasn’t shy anymore and wanted to be a part of
everything.
In HDF 413 we practiced servant leadership. I had a desire to take the class and
therefor wanted to be of service to others. In SOLC we are servant leaders by
assisting organizations in reaching their goals. We dedicate our time by choice to be
there for other organizations, thinking of the best plan to have these organizations
grow. We contact them to get a good understanding of where they stand, to know
what task we can give them
Other experience I had with servant leadership is working at the Child development
center. I work there by choice and love to watch the children grow each day.
What Is Servant Leadership?

https://www.greenleaf.org/what-is-servant-leadership/
See Evidence 8
“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 Best buddies, HDF 413, SOLC, Trip In HDF 190 we learned about all the components of the 4V theory. According to
the “4 V’s” theory of leadership by Grace leader Dr. Bill Grace, the four V stand for Value, vision, voice, and virtue. Values are what
(Center for Ethical Leadership) an individual finds important and will hold deeply in every aspect of their life. Vision
is the idea that the individual has for life. Voice is how the person goes about
spreading their message to make their vision happen. And virtue is keeping the
common good or the common trait that is derived from the values, vision, and voice.
In class we did an activity where we started with value and had to pick one of our
top values and write it down in the corresponding box. I choose Kindness. We then
were told to think of a problem that we think has to be fixed in the world and put that
under vision. My problem that I wanted to fix was that everyone should feel safe.
The next direction was to think of a slogan that helped corresponded with our
problem and we put that under voice. My slogan was “safety save lives”. The final
step was to look at the VIA classification of 24 character strengths, and find our
value that we used and write the corresponding category name under Virtues, then
make sure it related to the vision and voice. My word for virtue was humanity and it
fit because the problem I wanted to fix had to do with people.
In Best Buddies, an organization that connects adults with disabilities and college
students, we value kindness, our vision is to make all community members with
disabilities to feel connected, of slogan for our voice is “everyone deserves a friend”,
and the word for virtue that bests our other V’s is humanity because for major
concern is helping people connect.
In HDF 413 I realized how important the 4V theory is. In each SOLC retreat a full
value statement is made for the by the organization we are working with. This is to
assure they know what their values are, how they can achieve their values, what
they want to be known for and as a result of that they develop a virtue. After seeing
the benefits of a full value contract in SOLC, I decided that I want to know where
each of my organizations stand in correlation to the 4V theory. By being a trip leader
for an alternative spring break trip I assure that each participant know or value,
vision, voice, and virtue and were in agreement on it. In order for each of the V’s to
come through in an organization all participants must be in agreement.
Concepts and Philosophies

http://www.ethicalleadership.org/concepts-and-philosophies.html
See Evidence 9
38. Student will describe personal application HDF 190 ASB In HDF 190 we learned the 4-V model and how each of the V’s relate to each other. According to Dr.
of the above theory (Grace) Bill Grace the 4-V model is relating values and beliefs to behaviors and actions. We also determined
how vital each of the V’s, values, vision, voice, and virtue, were. Without one of them the others won’t
proceed. For example, if you have a vision but no voice nothing is going to get accomplished.
For our Alternative Spring Break (ASB) trip, we met together every week leading up to the trip. Our
major value became teamwork. We started planning or vision to bring the community of southern
Louisiana back up after the terrible natural disasters after learning all that they went through. For voice
we reached out to our friends and families to tell them what we were doing and why. Then once we got
down to Louisiana we told the citizens how we wanted to serve with them to get make their community
whole again. And the virtue that tied all of this together was justice because we wanted to work
together and give people the chance to have a better life.
Concepts and Philosophies
http://www.ethicalleadership.org/concepts-and-philosophies.html
See Evidence 10
“Situational Leadership” theory by Hersey
& Blanchard
of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 APO, HDF 413, URI Service Corps In HDF 190 we discussed the relational leadership grid created by Komives,
“Relational Leadership” model by McMahon and Lucas. It is this five by four block chart that list five different
Komives, McMahon & Lucas components, then in the next three boxes across it list what that component has a
great understanding of, what it believes in, and what skills that component has. The
five components with an example of one thing it knows, believes, and does are:
Inclusive is of all students, staff and diverse points of view, it has an understanding
of self and others, believes that fairness and equality are important and has skills in
listening. Empowering is of self, group members, and other involved constituents, it
has an understanding of power, believes that everyone has something to offer and
is good at promoting self-leadership. Purposeful is having an individual commitment
to the position, students staff, and other constituents, it has an understanding of role
of missions, believes that hopeful, positive attitudes help everyone, and has skills in
identifying goals. Ethical is driven by values and standards of leadership, it
understands decision making, believes that socially responsible behavior is
encouraged in all, and they have skills in acting courageously. The final component
is process-oriented which is how the group goes about building and maintaining a
team, it understands community, believes that the process is as important as the
outcome, and has skills in reflecting.
In Alpha Phi Omega (APO), a national service fraternity, the components that stick
out the most are ethical, and inclusive. Ethical is seen because for each project or
event we participate in we make sure our vales of serving others is being made. We
also have meetings that are a safe place because everyone trusts each other. We
are inclusive because we allow everyone to come to meetings, even if they aren’t
members. We listen to all ideas and try to implant all of them in the things we do and
we believe that fairness and equality should come before everything
In other organizations I am a part of I can see each of these components being used
at different moments during meetings or events. After learning about the model I
believe that an organization cannot be successful without all of these components.
In HDF 413 we reviewed the Relational leadership model. It is way to view how
organizations or communities run. “It is the process of how the purpose of an
organization influences the components of being inclusive, empowering, and
ethical.” (Komives, 2013, p.96) When comparing this model to organizations it is
important to know their purpose, to then access the process of how the other
components are met. One way that I reviewed the relational Leadership model was
when comparing it to community building. The Inclusive trait in community building
is be committed, be unconditionally accepting so that all people feel welcomed.
Empowering is demonstrated by being understanding and concern for oneself and
others. This allows it to be a safe place. When building a community it is important
to be ethical both with words and actions, so people recieve the right message. The
purposeful trait is seen when everyone participates. The final train of being process
oriented is demonstrated when everyone and mindful and peaceful to assure
everyone is respected.
While being a trip leader for URI service corps it was important to remember all of
the traits of the relational leadership model. This was especially important during the
recruitment process. We wanted to portray the image of what URI service corps
really is. This organization is inclusive of all students, so we had to assure that what
we were staying and who we were choosing resembled that. We also wanted
everyone to know our purpose for the individual trips, but also the whole
organization. The ethical trait was another trait that stuck out during the recruitment
process because during our interviews and whenever talking to someone about URI
Service corps the information and attitude towards the organization had to stay the
same, so there are no mixed singled. Empowering will start now that we have the
trip teams made because we will truly demonstrate how each person has something
to offer. Process-oriented is another trait that happens behind the scene. After each
interview we would reflect on what happened, we made plus deltas to assure that
next year’s process goes smoother. The relational leadership model is very
prevalent in URI service corps.
Relational Leadership Model

https://edld350group1.wikispaces.com/Relational+Leadership+Model

See Evidence 11
42. Student will describe personal application HDF 190 Best buddies ASB In HDF 190 we learned and studied the relational leadership model created by Komives, that details
of the above theory (Komives et al) the components inclusive, empowering, purposeful, ethical, and process-oriented. By the end of
studying this model we knew what each component understands, believes, and has skills in.
In Best buddies, an organization that connects adults with disabilities and college students, we are
inclusive because we open the club to everyone, at school, and in the community. We listen to ideas to
make the events more fun, and everyone is treated the same way rather they are a college buddy or a
buddy with a disability. Best Buddies is purposeful because their goal is to make the buddies with
disabilities feel accepted and loved in their community. We are reminded of this at every meeting and
we have ways to identify that our goals are being made.
During my Alternative Spring Break (ASB) trip to Louisiana I saw each component come out over the
week. We were inclusive when we allowed everyone to open up and tell their story, we listen to each
person we talked to over the week, rather or not they were from our school. For example, after a day of
service we welcomed all the neighborhood kids in the area we were serving in to come and play
games with us. We were empowering when we would cheer each other one, when one of us didn’t feel
comfortable about doing something. There were always moments that we were assuring that all of us
were getting something out of the trip. We were purposeful because we went on the trip with the
mission to serve a community that was effected by a disaster and with optimism and positivity we stuck
with our mission. The ethical component was shown when we would all participate in activities and we
could relay of everyone that they would do their part, so there was never any worry. Finally, ASB was
process-oriented with the fact that even though we were there to serve the flood problems, we knew it
would only be beneficial if we talked to the victims and understood what we were helping, rather than
just getting the job done.
If organizations do not have one of the components of this model, they will have problems. Each
component brings out a different important skill but coincides with the other components.
Relational Leadership Model
https://edld350group1.wikispaces.com/Relational+Leadership+Model
See Evidence 12
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of HDF 413 CELS In HDF 413 we discussed experiential learning in leadership development. This
the Experiential Learning Model (Kolb) model it starts with new information. According to Kolb this could be done “by doing
an activity and then it would be the concrete experience.” (Komives, 2013, p.32)
Once the concrete experience is completed the information is then processed, as to
what the experience means and how it is important. Kolb then suggest that
something will be done with the information that was discovered. Kolb’s model is
viewed in a circular image, so then it is realized that information keeps being cycled
back into improving life. One easier way to view this model is thinking, what just
happened, So what makes this of value, and now what can I take from this
experience. In class we focused this more on talking about debriefing skills. This is
seen as thinking about what, so what and now what, This topic was first covered in
class after we did our first activity together as a group. We did the activity to see
where our comfort zone was. After the activity one of the TA’s asked us what we just
did, proceeding to ask was why doing that activity at the start of the semester was
important. Finally we ended with her asking what we could do with that information.
I find the experiential learning model beneficial when during service trips. While
being a civic engagement leader used this model a lot in reflections after every
event. It is helpful for participants to understand what they did during a project, then
to be able to realize how what they did made a difference. While being on that
happiness high from serving it is a good time to think of ways that the participants
can attribute to their own community.
See Evidence 24
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 Best buddies, CSV 302, ASB I
“Social Change Model of Leadership In HDF 190 we learned about the social change model. According to Astin, the
Development” by Astin et al social change model are the seven C’s that need to be accomplished in order to
make things happen. In learning about the seven C’s we did it in a series of
questions with a different amount of people. The first three C’s are individual based
so we grouped up and asked our partners about Conscious of self, congruence, and
commitment. With my partner we came to the conclusion the conscious of self is
important because in order to help other people you need to fully understand
yourself because giving advice to others without fully believing in it doesn’t help
either of you. Congruence is important because it means that you aren’t afraid to
stand up for your beliefs while in the middle of working in a group. And Commitment
is important because it gives you the strength and desire to continue the project at
hand. The next three C’s are group based, so we talked in our small groups of eight
and discussed collaboration, common purpose, and controversy with civility.
Together we thought that collaboration is important because this is the time that
everyone is able to find out what is going on and start to get on the same page. The
common purpose is necessary in order for the group to be getting the same things
out of the project and knowing that they are doing it for a reason. Controversy with
civility is good because people always will have differences in opinions and if one
person just shuts out someone’s’ idea than the group will not work as well together.
The last C has to do with society so the whole class came together and determined
that citizenship is important because it makes you feel connected to what you are
working on and that will be the ultimate change, since it will make you want to keep
talking about it.
In Best Buddies, an organization that connects adults with disabilities and college
students, we must understand each of the C’s in order to help the buddies feel
connected to us. The individual C’s are mostly looked out before you join the club in
order to know that the organization is for you, you will work well with all the
members, and you will be committed to making this change happen. As a group we
collaborate to make ach event the best it could be and we have controversy with
civility whenever there is a complainant that needs to be addressed, and our
common purpose is to make the buddies feel accepted and loved. Finally, with the
community buddies and the college buddies we are able to see the change
occurring with the friendships that have
In CSV 302 we talked about the social change model in order to see after Service
trips. The individual C’s are looked at before leaving for an alternative spring break
trip. You have to be conscious of yourself, and know where you stand in order to
serve others. Congruence is needed to recruit people for your trip,or even let them
understand why you're taking this trip. Commitment is important in the sense of a
service to for committing to go but also being committed to understanding and
helping the cause you are serving. Collaboration is important on an ASB trip
because you are working with other students and community organizations. The
common purpose of the trip allows you to set the focus and be able to find the
organizations you will serve. Controversy is needed for an ASB trip because not
everyone is going to agree with you going there and some people you see will not
want to be helped and you need to respect their choices. The final C of citizenship
this would be the URI students coming together with the area of their trip, and this is
when they will feel connected to the organization and potentially see the change
happen.
been made.
Social Change Model of Leadership Development
http://goforward.harpercollege.edu/services/involvement/leadership/model.php
See Evidence 13
48. Student will describe personal application HDF 190 ASB As activity for HDF 190 both of the classes met and we were divided into six different groups. Our first
of the above theory (Astin et al) task was to make a house with a group of people we weren’t used to working with. According to Astin
the Social Change Model breaks the C’s down into three different sub categories; Individual, group,
and community. The individual stages were consciousness of self, we each learned where we stood in
the process and what we could contribute to the building of our house, Congruence was when we each
expressed our thoughts and concerns on the task and we were able to address them, and
Commitment was when we all participated in making the best house that we could. The group stages
of this model were shown by: collaboration we would talk as a group and discuss what the best way to
go about the task were, we listened to each person’s ideas, such as how to make the house creative
or how to actually build the house, then came together as a group to pick the best version of the plan,
Common purpose we all wanted to make the best house and if one person didn’t want this it could
have ruin the all process of making the house, and controversy with civility was when we had different
opinions being stated, for example what shape the base of our house should be, we tired both of the
choices that were said and went with the one that worked best for us. With doing that we didn’t just
belittle the other person’s opinion. At the end of the activity we came together as a class to connect all
of or houses and build a community. This was to demonstrate the each of us representing more than
just ourselves.
During my alternative spring break (ASB) trip to Louisiana, we needed consciousness of self to know
where we stood in how to serve the victims of the floods. Commitment was all of us knowing that we
were there to serve the people of Louisiana and help each other reach our goal. There was
collaboration with each activity we did, for example when we gutted out a house and yard the first day
we collaborated so each person would have a job and we all agreed with what was going on. The
common purpose between all of us was to be there for each other and to serve the community. The
controversy with civility came out whenever we had conflicts. For example, one day we had to build
shelves with no directions and everyone had a different idea of how to do it, so we listen to each
other’s ideas and went along with the one that made the most sense, but in the middle of doing it that
way we had to switch to another way in order for the job to get done. Community came out because of
the way we were all working together all week and seeking advice for each other. Also one of the days
when we had some free time and had the family that we were serving with and their neighbors all
come together to play games.
Social Change Model of Leadership Development
http://goforward.harpercollege.edu/services/involvement/leadership/model.php
See Evidence 14
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)
53. Student will demonstrate knowledge of
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)
Leader Member Exchange (LMX) theory
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. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (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 M.O.P. In HDF 190 we learned that a change was someone who has an understanding, motivation, and skills
leadership as it relates to change agency to create a change. In the course packet there is a group that describes what a change agent should
understand, what they should have, and what they can demonstrate. For example, a change agent
understands strategies for overcoming resistance, they have a positive perception on change and they
can demonstrate the ability to influence systems. I felt like a change agent while participating in the
Multicultural overnight program (M.O.P.). For the M.O.P. URI invited high school seniors who defined
themselves as diverse to come spend the day and night at URI. As a college student I was able to do a
speed dating activity and other activities that got the seniors excited for college. There were times that
the seniors didn’t want to participate in the activity, but we were able to change their minds by trying
new ways. For example, some students didn’t want to talk during the speed dating because they were
shy or nervous about college. But instead of having those people ask me questions I told them a little
about myself and asked them about their interest and related it to something we had at URI.
Throughout the entire day myself and the other college students kept a positive attitude towards being
with the seniors and also about URI to the point we were able to demonstrate how much we all loved
URI. Then the next morning at welcome Day a bunch of those seniors committed to URI, so we were
able to see the change in some of them.
See Evidence 15
88. Student will describe personal examples HDF 190 ASB In HDF 190 we learned what it meant to be a change agent. A change agent
of being a change agent HDF 413, SOLC, Working at the understands change is a process, they have a willingness to step outside of a
CDC comfort zone, and they demonstrate the willingness to take a risk to make a
difference. During my alternative spring break (ASB) trip to Louisiana each of us
were change agents. Before we went on the trip we did research to see how the
floods and other natural disasters have affected Southern Louisiana. Upon Leaving
we knew that we were not going to see all the change happen in the one week we
were there. Once we started the projects as small as they were, cutting vines, we
knew that the task that we were doing werewas going to make a difference. There
many times each of us had to go outside of our comfort zone to accomplish our task.
One of the times I did was when we were working with two other college groups to
clear out a park. We had to divide into groups up three, and I went off with two
people from other colleges, it was out of my comfort zone because I get really shy

around new people. At times on the trip we had to take small risks. I encountered
this when we were getting a house ready to be painted again after it was destroyed
by the flood. We had minimal supplies to finish this task, so we had to use random
items still left in the house as steps in order to reach the ceiling and high walls. Even
though we had some challenges in the course of our ASB trip we all knew that we
were making a difference to how the community looked after the floods and other
disasters
In HDF 413 we were change agents in a different way than I was used to. Our goal
was to learn how to facilitate, but we mostly did that in terms of SOLC. SOLC vision
of change agents is to make sure that an organization knows how to reach their
goals, through team building, communication, conflict resolution, or other task.
Consultants in SOLC tailor each retreat to meet the needs of the specific
organization. It is also understood that these retreats are not going to better all of the
organizations problems in one day. We give them the resources to know how to start
solving these problems.
Another time I feel that I am a change agent is at the Child development Center
(CDC). When I first started there, it was a different way of teaching than I was used
to. However I learned how they taught. One new thing for me was conflict resolution.
At the CDC we do not tell the children “no”, or tell them the “right way” to do
something, we let them come up with the solutions. We do this by sitting down with
the children that are having a problem and getting both sides of the story, then
rephrasing what they said, and then allowing each child to agree on a solution. In
September I thought this process was crazy, there was no change and the children
were just being crazy. Now in December I can see how doing this process with them
all semester has benefit each child. Now they (some of them) are able to talk over
conflicts without an adult and think of solutions, without any guidance. This is being
a change agent in the children’s lives because it is allowing them to think for
themselves.
See Evidence 16
89 Student will demonstrate knowledge of HDF 413 HDF 203/working at the CDC In HDF 413 we learned about the Model of Intercultural Sensitivity. The textbook
the “Model of Intercultural Sensitivity” by states Developmental Model of Intercultural Sensitivity is made up of six stages that
Bennett and its uses in leadership describe having contact of people that are different from them. Stage one is denial of
difference, stage two is defense against difference, stage three is minimization of
difference, stage four is acceptance of difference, stage five is adaptation to
difference, and stage six is integration of difference. (Komives, 2013, p.203-204). In
class we did an activity where we each had to describe ourselves. We used I am
statements then shared them in small groups. We also did an activity where we
identified how different topics relate to our lives. I feel that by doing this we were
able to understand the differences in our class. This activity helped highlight these
differences to me.
One point in my life where I really notice the stages that I am at is at my work at the
Child Development Center (CDC). Each child has such a unique personality and are
very different from each other. By being at the CDC for a semester I feel that I have
been through each stage of Intercultural Sensitivity. Stage one and two were brief
and in the start of the school year for the kids. This was when each of the kids were
acting out but we just believed it was because of it being a new school year and that
the kids were just not used to the setting yet. Stage three of minimization happened
a few weeks later when we realized that those kids were not just acting out, but we
wanted the behaviors to stop. Stage four happened when the teachers decided to

take on the task of discovering ways to help these children develop. Stage five
started a few weeks ago at the CDC, the classrooms were rearranged in way that
benefits each kid, and changes were made to the schedule. Once the teachers and
kids got in the habit of doing these changes they moved into stage six of integration
because now all of the kids and teachers are working together in the same way.
Although this example did not focus on culture only I feel that his is a great vision of
the intercultural sensitivity model.
See Evidence 25
90. Students will demonstrate personal HDF 413 SOLC, URI Service corps In HDF 413 we discovered that Intercultural Sensitivity is understanding, accepting,
application of the “Model of Intercultural and adapting to the differences in a group, or the world in general. This model is
Sensitivity” by Bennett broken down into six stages, denial, defense, minimization, acceptance, adaptation,
and integration, I personally believe I stand at stage four, acceptance of difference. I
am aware of cultural differences, and accept that all people and/or cultures have
their own values and beliefs but they can still be successful together. I feel that I am
not farther than this stage because even though I am aware of the cultural
differences I do not know much about them. I am not yet able to understand how
different cultures may view different situations. I am only in total understanding of my
own beliefs and values. I believe that some of the organizations I am in help me
move to higher stages.
In SOLC we talk about being aware of difference often, just so that it comes as
second nature to us. We talk about ways we can alter activities during retreat. We
also assure that we are always talking in an inclusive manor, this is because
language is one of the first barriers you can set, so allowing people to feel
comfortable from the start will allow for stronger relations.
Through URI service corps I have seen many different cultures rather it has been
people that we are serving or the students that are part of the service trips. When I
first saw these cultures I would try to just ignore the culture and just talk about other
things. After awhile I realized how culture makes each person so unique. I now love
learning about each culture. Each trip I take or person I talk to I learn more about
different cultures, however I am not in total understanding of all these beliefs. In our
weekly meetings for trip leaders for alternative spring break we discuss different
ways we can accommodate different cultures. One way we are starting to do this is
to find different places to stay on the ASB trips. In years past we have always stayed
in churches, but it came to our attention how some people may not feel comfortable
in a church. Not all the trips are at this point, but it is a question we have asked all of
our participants.
See Evidence 26
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
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
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)
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
Outcome Target Additional Descriptive notes regarding learning and practice

class Experiences
109. Student will demonstrate knowledge of HDF 190 Day of Discovery In HDF 190 we always stress how important it is to be an active listener, in order to make the other person
active listening techniques feel listen too. It is too obvious when someone is being ignore and when that happens it keeps people
Talking with friends from saying what they need to say.
In both Thanatology and Nursing we have discussed the importance of active listening when with patients,
THN 471 we talk about the responses that are appropriate and responses that are conversation stoppers. We also
NUR 100 discussed and practiced different physical responses that you should and should not have while practicing
active listening. Such as not having body parts crosses because It seems like you are putting up a wall
and are too tired to listen to them. Leaning in slightly shows that you are interested and want to hear more
about what they are saying. In both classes we also did skits and scenarios that practiced active listening.
During the Day of Discovery, a retreat for HDF 190, we met with our small groups and talked about what it
meant to be an active listener. We then proceeded to listen to each other’s stories about our lives. Only
one person was talking at a time and everyone was paying attention to them. We were making eye
contact and nodding to what they would say. When it came time to reply we did but not in a way that was
powering.
Now when I talk with my friends I find myself thinking If I am actively listening. When I do this I know that I
am not listening to begin because my mind is somewhere else, I quickly will reposition my body to be
open towards them and then I put full focus into what they are saying, not worrying about how I am going
to respond, or interrupting them to add in what I think. I do body gestures when appropriate, but other
than that I am fully looking at them following their story.
See Evidence 17
110. Student will describe examples of using HDF 190 THN 471, HDF 413, SOLC In HDF 190 we learned how important active listening skill are in order to have
active listening skills connections with people. In order to be active listening to someone they need to feel
your full attention, not have any barriers and you don’t interrupt. In THN 471 we start
off sharing our homework assignments, which are writing prompts that we do
channeling our inner grief and how we are affected by it. To assure proper healing in
this process the person sharing has to feel heard and not judged. When one of my
group members is sharing I do not have anything crossed to avoid physical barriers, I
also look at them while talking. I make appropriate facial reactions when necessary,
such as smiling. When they are done sharing we don’t give them advice to change
what they are doing, we just thank them for sharing knowing how hard it is. We also
use the BATHE technique in THN 471. BATHE stands for background, attitude
towards the situation, trouble, hardest part, and empathy. These are questions that we
ask someone in order to help them feel better but without active listening the person
won’t feel better. The empathy statement at the end summarizes the situation you
were told, by describing a feeling the situation sounds like.
In HDF 413 we might not have reviewed the definition of active listening but we used it
a bunch. On examples of using it is when facilitators were giving us directions. It
showed them respect and allowed us to be able to know what we had to do. In SOLC I
noticed how important active listening is during debriefs and reflections. You may have
a set plan, but the way the conversation is going during it you may have to alter what
you are going to say. This means that you cannot just focus on the questions you want
to ask at these times. After the first questions is asked you need to fully listen to the
answers. It is helpful to rephrase what you hear to assure you have the correct
meaning. Then you can do the rest of the debrief or reflection from there. Participants
will also notice when you are not listening to them, and it will make them not want to be
there. When they feel heard they will most likely open up more, and the organization
will be more likely to reach their goal.
See Evidence 18
functions of group communication by
Hirokawa
of functions of group communication
(Hirokawa)
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
120. Student will demonstrate proficiency of HDF 413 SOLC, ASB trip leader In HDF 413 we learned how to facilitate a group of people in a way that created the
facilitation techniques best outcome. We learned a lot of different ways to do this, because each person
facilities in their own way. In the beginning of the semester we went to the SOLC fall
retreat to get better insight. During this retreat we learned better tips to facilitate. The
first one I learned in where you stand makes a big difference during an activity. It is
beneficial for facilitators to spread out with in the group, that way it feels inclusive, and
not like people are just watching you. It is also to be inclusive of all participants, without
calling them out. For example, if there is someone with a disability and you have an
idea that you think will make it easier to them, do not offer that only to that one person,
offer it to the whole group and they can decide who it will work best for. Language is
also an important factor to be thinking about because it can create a barrier between
you can the group. When facilitating you have to be adapting, therefore you need to be
paying attention to how the group is performing because it may not fall in line with the
plan you made before the retreat.
By learning this information in SOLC I have been able to use it in being an ASB trip
leader. During the interview process we had to have group activities. I had a puzzle
icebreaker activity and questions to ask after. The same instructions were given to
each group, but each group took them in a different way. The time of everything then
had to be adjusted to assure we actually knew about the participants, however we had
to assure that our wording did not make the group think they did something wrong.
See Evidence 27
de-briefing techniques
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
126. Student will describe personal application HDF 413 URI service corps In HDF 413 we read about the four frames of organizations and breaking the frame. In
of organizational analysis using the four terms of this application a frame is a mental model. The four frames are Structural
frames of organizations, and breaking the Frame,Human Resource Frame, Political Frame, and Symbolic Frame, In order to
frame / reframing (Bolman and Deal) break these frames the reasoning of why you did something meets the circumstances
of what happened. The concept of this model to have the best organization method to
have an organization succeed. I have been in organization with different frames and
when they switch frames.
One organization that I have been in with two different frames is URI service corps. My
freshman and sophomore year URI service corps had an executive bored and then the
trip leaders, then the participants. Therefore it was in the structural frame. This way
was working for URI service corps, but it was not increases the organization, so a new
way of running the organization was made. This past year URI service corps decided
to take away the structure of roles and create even roles. Now there is no executive
board, it is just the trip leaders working together to have the best outcome for the
organization. It is now in a more human resource frame of organization.
See Evidence 28

organizing meetings / setting agendas /
and leading meetings
128. Student will describe personal examples HDF 413 ASB In HDF 413 we discussed the importance of being organized when being the lead on a
of organizing meetings / setting agendas / retreat. We had the vice president of SOLC come and gave us a presentation on the
leading meetings task a lead should do before a retreat. She showed us how the google drive was
categorized by the student organization SOLC works with. By seeing the structure of
the drive it reminded me how important it is for meetings to be planned ahead of time.
I have sense used this information to lead my alternative spring break (ASB) trip
meetings. I learned that where we are sitting effects the tune of the meeting, so now
each of the leaders sit in between participants. I also realized how time efficient it is to
set agendas for our weekly meetings for our ASB meetings. My co-leader and I meet
thirty minutes prior to every meeting, each bringing a list of things we want to
accomplish. We then discuss the order that we will present this information to our
participants. We do this in a way that will not bore them, so that they will retain the
information.
See Evidence 29
Parliamentary Procedure
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 HDF 190 MS Walk The Stages of Group development according to Tuckman are forming, storming, norming, performing, and
stages of group development adjourning. Forming is when the team or group meet each other. Storming is when the members start to
(Tuckman/Tuckman & Jensen, Bennis or communicate, but still as individuals. Norming is when the team feels like a team ns start to accept each
others) other’s viewpoints. Performing is the time when the team is working in a trusting atmosphere and are
flexible with each other. And finally adjourning is the end when the team assess what they did and then
leave each other. In HDF 190 we were put into small groups in the beginning of the semester. The day we
discovered who was in our group and who our peer Leader was we were in the forming phase. After the
Day of Discovering we developed into the storming stage because we were able to communicate with
each other but only as individuals. When we needed to pick a date and activity for our group project we
became in the norming stage, listening to why we should do some dates and not others. When we
actually did our group project and the presentation we were in the performing stage. On the last day of
class when our group separated from the others we were finally made it to the adjourning stage, reflecting
on our semester together and saying good-bye.
Our group project was the Multiple Sclerosis walk, that was run by with civic engagement leaders (CELs).
Our group went through the stages of group development all over again at the beginning of the day
because we were with new people. We were in the forming stage when we met for the bus at 7:30am.
Once we got on the bus we went through the storming stage, by communicating a little bit with the CELs
but we mostly were just talking to each other. When we got to the event and started doing the task that
had to be done before the walk started. At that time, we were in the norming stage, realizing that we were
able to work together to make this walk the best it can be. Once people started arriving for the walk and
we all had our jobs we were in the performing stage. We were all excited for the people walking and were
cheering them on when they came by. We even had a friendly competition between the two rest stops of
whose table was more creatively displayed. Once the walk was over our group came together with the
CELs and discussed our days and some of the issues that had occurred, but were quickly fixed. Then we
got went back to URI and left each other.
The Five Stage Model of Group Development
https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_development.htm
See Evidence 19
133. Student will describe personal examples HDF 190 Nursing 100, HDF 413 In HDF 190 We learned Tuckman’s Stages of group development and discussed it in
of group development in use relationship to high school sports teams throughout the year. The five stages of group
(Tuckman/Tuckman & Jensen, Bennis or development are forming, storming, norming, performing, and adjourning.
others). In Nursing 100 we were put into groups of six on the first day of class. At this time, we
were in the storming stage because we were just meeting each other and not really
communicating with each other. When we picked the topic of CPR for our teaching
project we were in the storming stage, because even though we decided on the same
topic we all had our individual way of going about the project. Once we started
rehearsing our presentation we entered the norming stage because we discovered that
we were able get on the same page and make the presentation the best it could be.
When we actually gave our presentation and taught our class about CPR we were
performing. When we were finished with our presentation we talked about what we
could have done better. We gave our presentation on the last day of class so we were
adjourning at this point.
In HDF 413 we reviewed Tuckman’s stages of group development. We had a
discussion around each stage and examples in our life that they had happened. In
relation to HDF 413 we were at the foaming stage on the first day of class, when we
were finding out who was in the class and what was expected from us. We quickly
moved on to the next stage of storming. I feel that we got there during our time at the
SOLC fall retreat and stayed there during our next in class activity of magic carpet.
When we did this activity we were still all inputting our own ideas and it took us a while
to get through it because we were not quite working as a team. After reflecting on the
way we completed magic carpet, I feel we moved on to norming. We started working
as a team, respecting and understanding each other’s viewpoints. This quickly moved
on to performing. We all felt comfortable in the class. We were able to share
information about ourselves, and overall just get task done as a group. We were in the
adjourning stage on the last day of class, where we were helping each other with work
that was due. Then in our closing section for our class we were able to announce our
assessment of the semester and say how what we learned will benefit each of us in
the future.
The Five Stage Model of Group Development

https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_development.htm
See Evidence 20
134. Student will show knowledge of group

roles and how they contribute to group
dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
of 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
of membership skills in use
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples HDF 413 SOLC In HDF 413 we discussed the theory of challenge and Support. Sanford believed that
of using the theory of Challenge and in order for growth to occur in people there needs to be a mix of challenge and
Support (Sanford) support. With too much support the person will not learn and with too much challenge
the person will feel frustrated and possibly stop trying. One experience in class when
we had a balance of challenge and support was doing the activity magic carpet. We
were having trouble trouble completing the task. We restarted multiple times. Then we
finally had a plan going and it was working, however it was getting unsafe, so the
facilitators allowed for one person to put a foot on the ground allowing for stability. By
doing this we were supported in our decision for our process plan, physically and
emotionally, but we still had the challenge to complete the task.
During my shadow experience for SOLCI saw how the facilitator allowed there to be
challenge and support during the initiative. They were doing “brain buckets” so the
participants had to get the ball around the circle, by only using cups that were on their
heads, without letting it drop on the floor. Within the first three people it fell and then
fell again. The facilitator allowed them to try again without any penalties. This assured
that the facilitator was there for them, but the challenge still remained the same,
allowing them the chance to try again.
See Evidence 30
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public
speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
of planning and conducting interviews (as
the interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
of preparing for and being interviewed
146. Student will show knowledge of effective
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
of 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
of building relationships with members as
a leader
154. Student will describe how credibility
applies to leadership, as well as the
characteristics and skills of a credible
leader
of 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
of mentoring and being mentored
160. Student will describe principles of
effective peer leadership, as well as
problems particular to peer leadership
161. Student will describe personal examples HDF 413 CSV 302, CELS, Trip leader In HDF 413 we have TA’s that help guide us through the class. They are students that
related to being a peer leader and being have taken the class prior to us and have personal examples of being in our spots.
led by peers This was beneficial because it was easier to relate to the content when it is someone
you know. The TA’s are not just there for the duration of a class they are there
throughout your time at URI.
In CSV 302 for Civic engagement leaders (CELS) we were also lead by peer groups
we had student interns that had been CELs the year before. We were each assigned
to groups with one intern, who would be the one that would lead our group
discussions. This created a welcoming person to come to if we ever had questions or
concerns about the class or being a CEL. Our intern also attended each other service
trips that we were leading or co-leading. The interns were give us constructive criticism
when needed, but it just seemed like friends were talking to each other. It also created
great friendships with interns.
Now in CSV 302 for being a trip leader, we plan ways to be peer leaders for our
participants. I along with my co-leader have a goal to create great friendships on our
spring break trip. We have started doing this by creating a welcoming environment at
our pre-trip meetings. We also are open with our participants about our planning
process. It is important to make a good relations with peers that you are mentoring,
however it is also important to be get work done. So far for our trip we have set this
expectation by having participants sign a participant agreement, so they know where
we stand.
See Evidence 31


Outcomes & Evidence Progress Inventory : Leadership Development

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LEADERSHIP

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

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 10

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 11

Leadership Inventory Revised 08/22/2017 12

What Is Servant Leadership?

Concepts and Philosophies

Relational Leadership Model

Leadership Inventory Revised 08/22/2017 15

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 23

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 24

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Descriptive notes regarding learning and practice

127. Student will show knowledge of

The Five Stage Model of Group Development

134. Student will show knowledge of group

Leadership Inventory Revised 08/22/2017 31

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