Inventory-2017 1

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name:
Date Enrolled:
Date of Graduation:
Leadership Inventory Revised 8/30/2013 1

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at
the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD. CONTENTS
ABOUT THE MINOR & CENTER FOR STUDENT LEADERSHIP DEVELOPMENT (information included)
Center for Student Leadership Development Information
Minor Information
Developmental Model
ADVISING INFORMATION (students will include own documentation)

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

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317
CSLD Mission Statement
To enhance the mission of the University of Rhode Island, The Center for Student Leadership Development aims to:
Provide developmental opportunities for all students to become informed, inclusive, effective, and ethical leaders in the global marketplace through the implementation of
learner-centered academic, experiential, and co-curricular programming.
Engage in research, assessment, and advancement in order to positively impact the expanding field of leadership studies.
CSLD Vision Statement

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We utilize
a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include some
form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.

GENERAL INFORMATION
Regardless of your major, you can minor in Leadership Studies.
Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of C or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
Application for the minor must be filed in your academic deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element 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 Womens Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Womens Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Womens Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: FirstYear 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, MultiEthnic, & 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
Lead Others Self discipline
Strengths
Perseverance
Weaknesses
PROGRESS Develop and maintain family,
Values
interpersonal, and intimate relationships
P Needs
Academic, social, personal goals and
R Styles
objectives
O Learning
G Teaching P
Personality R
R
Membership O
E RE-EVALUATE
Leadership G
S former stages as you
S progress R
E
4. Develop and Refine S
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 lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your
evidence to include in your Portfolio.
Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a HDF 417 The one thing that I appreciated with my internship experience is that my supervisor allowed me to
minimized need for approval gave free reign on each piece of content that I worked on and allowed me to put my own flare on it.
Allowing this free reign upon me and knowing the constraints that I was placed under with the over
appropriateness of the piece of content she would allow me to submit the content with no worry.
Granted there was the check ups that we had and they were always positive and had limited need for
adjustment on the piece of content that we both were comfortable with the capabilities of my
performance and didnt have to place the check ups anymore.
2. Student will demonstrate personal, HDF 417 The mixture of class, school work, and internship work all at once can be a daunting task that can lie in
organizational, and academic examples front of someone. Learning to adjust to the stress of the constant workload was indeed a challenge for
of self-discipline me to overcome. At the beginning of the semester I adjusted my schedule so I was able to what I
believed would be the best foot for everything to get done as efficiently as possible. I set different times
for myself to work on school work different times of the day thus allowing myself to not be overwhelmed
with coursework and allowed me to be a normal human being and not just someone who consistently
does work. I disciplined myself so I would be able to get the necessary work done on time and followed
thing schedule throughout the course of the semester.
3. Student will demonstrate the ability to HDF 190 Leading With Values Conference @ In the Response-able workshop at the Leading With Values conference we discussed about our
manage emotions HDF 413 Providence College strongest emotion that we have experienced. Encouragement has gotten me though a lot with all
HDF 417 Marketing internship different personal situations. Encouragement showed me that there is new hope, that even though its a
bad situation there will be a light at the end of the tunnel and some good will come out of this. Now this
exercise was based off of someone that I wished I had a better relationship with. and even though that
at this moment the relationship is bad but as life progresses the relationship could get better based off
of how much you want it to. The purpose of encouragement is to make you act and have the drive to
change something for the better. So whether I am happy, sad, or very mad about something I know that
there encouragement for every situation to make it better. This helps me manage my emotions
because it shows me that there is hope in any situation, it just takes time. In HDF 190 I am going to
learn that there are situations that will get the best of my emotions and I need to be able to overcome
my emotions and to fulfill the task at hand.
You emotions can get the best of you in any situation, in the moment in which this occurs you need to
know who to talk do or do something that can snap you out of it. If you are leading an event and
something goes wrong you cannot show that something went wrong or that you are in distress so
everything can keep running smoothly and so no one knows that something went wrong.
(see evidence #2)
With the constant stress that came with the coursework of this semester it was easy to simply
breakdown and not know what to do. The best relief I always felt was allowing myself to take a break.
Taking the time to simply breath and recollect my thoughts allowed me to push through to work. I urge
everyone to simply sit back and breathe. It will all be okay and it will get done. Dont stress, I can prove
it.
4. Student will demonstrate knowledge of HDF 417 The most significant learning experience so far has been having the opportunity to work on a project on
stress management methods my own. There Throughout this semester I have been in charge of the planning of next semesters prize
campaign that we will be running in order to make more URI Students engaged on URI social media. I
have learned the skills of organization, multitasking, and facilitation. Being able to have a project on my
own has taught me to manage stress by the use of the concepts of responsibility and self discipline of
making sure something you own gets done and is done well and in time.
5. Student will demonstrate the ability to HDF 190 Leading With Values Conference @ In comparison to outcome # 3 encouragement was my way to handle stress, it shows that
manage stress HDF 413 Providence College everything was going to be okay, so there should be nothing to worry about. The relationship building
HDF 417 Marketing Internship with the specific person is a stressful topic, it is with someone I care about I do not like the fact that I
HDF 492 am in this situation. At first I was unable to handle this situation,. Now that I have grown older and have
matured and have a better understanding of the situation I was able to speak up and say something in
hopes to better the relationship. Just the simple act of talking, led to doing more activities with this
person. This person is my father, by me going up and talking to him it eased off the stress that I was
experiencing.
During this past school year I worked as the Marketing Intern for Rhody Athletics. Every basketball
game was even more stressful than the last even when conference ball came into play. Every game
had to be perfectly executed, by having each promotion or reading being said on time and finishing on
time, in a quick swift manor. During the games I would be in charge of at least 2-3 promotions that
would be run throughout the course of the game. Now me personally being a perfectionist Im stressing
the entire game to make sure that everything is going to be in place when the time comes. I am able to
manage my stress knowing that I have others around me who are able to and are willing to help me
and that I can trust them. Knowing that I have those other individuals and it is not just myself I know
that I can esae into the situation and manage it.
(see evidence #2)
Managing stress come differently to us all. There are people who just plow through the
stress in order to get through it or some people stop and let it pass through. I am one of these
people. Having the time to stop and let it pass allows your brain to calm down and it lowers
your heart rate. I usually like to stop everything what I am doing, find a quite space, close my
eyes and breathe.
6. Student will express a personal code of HDF 417 Ethics within Leadership plays a major role within decision making. We live in a world where we have
leadership / membership ethics to make decisions that are inclusive and appropriate with all audiences. Ethics is defining as the moral
principles that define a persons or groups behavior. We all have to make right decisions in life that
allow life to go smoother, but you also have to make decisions that you believe in as well because they
define who you are.
7. Student will demonstrate practice of the HDF 417 In relation to outcome # 7 ways that I demonstrated the practice of ethics in leadership through my
personal code of ethics HDF 492 internship is by the simple fact of what we posted on our page. A lot of our content varied between
educational events that have a profound impact on the campus or fun events that students can get
involved in with. When composing these posts, we made sure that no inappropriate language or tone is
used. We wanted to make sure that each event or the amount of events we posted appealed to all for
of interest allowing everyone a comfortable experience for each of our followers.
During my internship as social media intern for URI we have to stay focused on current events
that are happening all over the world that could potentially affect URI students. A major thing
that we need to think of s that we are being inclusive to every individual. We need to make sure
that every little detail is in place to make sure that each piece of news pertains to everyone.
8. Student will express a personal values HDF 190 Leading With Values Conference @ My top five values are according to my VIA Character Strengths Profile (www.viame.org)
statement Providence College are fairness, honesty, perseverance, love, and teamwork. Because I value fairness, I believe that
everyone should have a chance at the common goal that we are trying to accomplish. Whether their
job is big or small, as long as they have made a contribution that they are proud of I am all for it. I
believe in the value of Honesty because I am a very honest person and I speak my mind of how I feel
about anything. At times this is a good thing because I have the right to speak my view, but I have to
know who is in the vicinity of me before I speak to make sure that I am not offending anyone.
Perseverance, when I begin a project or I have set a goal, I do not stop trying to accomplish that goal
until it is fulfilled. Love is the way of life for me. I want to love and build a relationship with everyone
because I believe that everyone no matter who they are should have love in their life. Finally,
Teamwork is the key throughout any group project.
This plays in with my strengths includer, communication, and belief. I feel as though
everyone should be included in the project and have a responsibility. As someone who finds it easy to
put ideas into words, I feel as though as a communicator I believe the best way to keep an idea alive is
though communication of the team. In HDF 190, we completed the VIA and Strengths Quest Inventory.
(see evidence #2)
9. Student will demonstrate practice of the HDF 190 Leading With Values Conference @ I was able to put these values into action not only in my everyday life but at the Leading
personal values statement Providence College With Values Conference at Providence College by attending small workshops and putting them into
action during these workshops to show the other individuals how my values mean to myself. There
were two workshops that I attended. The first was called the Response-able Leadership. Here we
worked on being a fundamental leader with our awareness and choice of what one is doing and being
in a relationship. We basically need to be ourselves within a relationship because that is the person
that someone should have the relationship with, not someone your not. The second workshop was all
about networking. We performed an activity in which we told how we were and introvert or extrovert to
see how we are with people, if we are a brand evangelist or a listening post to see if we like to spread
every bit of information we know or to absorbed important information and then spread that. We
showed the type of people that we know (connections), and people that we know who are trying to
solve problems. These are the people to be around for guidance or inspiration. Lastly where do we see
opportunity and how could take advantage of it.
(see evidence #2)
10 Student will demonstrate the ability to HDF 492 At the beginning of my summer internship I was given a project to run and produce all In-hotel
lead a project from start to finish (follow- collateral for all 2,200 Holiday Inn Express Hotels across north America. During this experience
. through) I had to start off by figuring out how I would like to budget the collateral. After budgeting I made
the schedule for creative to draw it up, how long it would take production, and how long
creation would be, how long they would be shipped. After I have planned all this then the fun
gets started. I then notify the creative of what has to get done, and that usually takes a few
tries. Once the final draft was completed, it went to the client for approval. Once approved it
went to production to be made. Once made they pieces of collateral was shipped to all of the
hotels.
11. Student will describe goals and objective HDF 417 The expectations/ goals that I had at the beginning of the semester was to simply be a sponge and to
statements regarding personal issues, engage in the process as much as I can. To be a sponge is to have the will and desire to want to know
career issues, and community issues everything. When there was something I didnt know or didnt understand, I would ask a question. I
learned that asking too many questions isnt a bad thing, but a great thing. It shows that I cared and I
had the will to learn. In my office the was an open door policy to any idea that could be potentially
brought to the table. No idea is a bad idea and every voice is heard. This gave me the comfort to speak
up without worry and this allowed me to provide feedback. These are the goals that are met on a
regular basis.
12 Student will show evidence of goals and HDF417 From the goals that were stated in outcome 12 I have been able to show knowledge that has been
objectives that were planned and HDF 492 passed along by my supervisor. With what I have learned she has been able to instill her trust in me to
. achieved give me certain tasks/ projects that would go live on the URI social media pages. The way that I can
show that they have been achieved is the fact that they have been posted onto the social media
platforms.
For my summer internship we started off the summer with a goals meeting, where we sat down
and discuss what what I wanted to get out of it. I was given the opportunity to run my own
project and it was in hotel for a limited time promotion from September to December of 2016.
13 Student will show knowledge of the

Hierarchy of Needs theory by Maslow
.
14 Student will show application of Maslows
theory to own life
.
15 Student will describe personal leadership HDF 190 Leadership Institute I took my strengths test on (StregthsQuest.com) and I was shocked to see how accurate my top five
style and/or personality style including HDF 417 strengths were. Includer shows that I cant have anyone left out and they need to be taking part in what
. strengths and weaknesses and examples HDF 492 the group is doing. Communication is the core of any group because without it there is no foundation
of application (Sources = Leadership style and nobody knows what is going on. WOO is my love of relationship building. I feel as though that I
inventories, the L.P.I., StrengthsQuest, need to have a strong and confident relationship with a person that I associate myself with in order to
Type Focus (MBTI), LAMP, and other trust them and for them to trust me. Positivity is one of my favorites because it shows that I dont get
career inventories, etc.) down easy. I see the best in every situation and I like to shine that on others to let them know its alright
and to be happy. Finally, Belief is my confidence in others in what they are doing and I believe that they
will get the job done and they will do it right, even if they dont believe in themselves. (see evidence #
1)
The implementation of my strengths allowed me to successfully execute my internship position. There

are certain situations that will only allow certain strengths of mine to absolutely flourish. As you will see
a trend in my outcomes with the strength of communication to be effective throughout this process.
Also in a way you can say WOO will be implemented because with every post you are building a
relationship with the individual reading the post. How they respond is up to them.
I have noticed that a weakness of mine that I have been able to work on is crisis leadership. In
the beginning of my leadership career when something went wrong, I broke down. I had no idea
what to do and I would need someone to guide me. The more I have been exposed to crisis
events I have learned to calm down more in these events and to think clearly and make wiser
decisions that would benefit the entire group.
16 Student will show knowledge of the theory
of Superleadership by Manz & Sims
.
17 Student will show application of Manz &
Sims theory to own life
.
Outcome Category: Leadership Theories
Authority and Bureaucracy theory of
. leadership Weber
19 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)
.
24 Student will show knowledge of Theory
X and Theory Y theory of leadership by
. MacGregor
of the above theory (MacGregor)
.
26 Student will show knowledge of the HDF 190 Student Alumni Association One of the last theories that we learned in FLITE was the Servant Leadership Theory. We learned
Servant Leadership theory of leadership CSV 302 that a servant leader is a servant first. When we serve first we inspire others to do the same. Within this
. by Greenleaf HDF 417 theory there are ten characteristics that play through it, the characteristics of listening, empathy,
healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth
of people, and building community. Now as leaders we all lead differently, by saying this we all focus on
different characteristics of servant leadership, but using one characteristic you create a domino affect
of working with the other characteristics, In the Leadership packet it shows a graph of characteristic
breakout. It splits up the servant and leader parts and shows that when they come together you are
able to accomplish what your main purpose, as a servant leader is your work toward the people.
As a Civic Engagement Leader, you define servant leadership. As a CEL, we did our work through
community service whether it was on campus or off. Our purpose as on organization was to have a
profound impact on the community through service and show the URI 101 students that service has a
major impact on every individual affected by it even if it is a very small gesture.
(evidence #5)
With my internship experience I was a servant to the uri community. I was successfully able to promote
various campaigns that have brought a positive impact to the uri community. I provided information
thus allowing students and perspective student to be in the loop of various things happening on
campus.
27 Student will describe personal application HDF 190 Student Alumni Association Being a general member of the Student Alumni Association I play many parts that make me a servant
of the above theory (Greenleaf) CSV 302 Summer internship leader. As a general member I am part of different committees that make up the student Alumni
. HDF 417 Association, one of these committees is the Spirit Committee. Being part of the spirit committee we run
HDF 492 Rhody rally, and a key part of successfully executing the rally and being a servant leader is
communication. Being able to use my strength of communication to help aid in the preparation of
Rhody rally. Being able to listen to the ideas and state my own is all part of the process of being able to
collaborate on which ideas we would like to put into affect.
As a Civic Engagement Leader, you define servant leadership. As a CEL, we did our work through
community service whether it was on campus or off. Our purpose as on organization was to have a
profound impact on the community through service and show the URI 101 students that service has a
major impact on every individual affected by it even if it is a very small gesture.
(evidence #5)
With my internship experience I was a servant to the uri community. I was successfully able to promote
various campaigns that have brought a positive impact to the uri community. I provided information for
prospective high school, students who could be potentially interested in coming to URI througb the use
of the social carousel, posted contests for events happening at the ryan center or in Edwards
auditorium. I was able to engage the campus through the use of these posts allowing student to have a
greater positive experience at URI.
With my internship over the summer I was a servant to travelers all over North America. I was
successfully able to promote Holiday Inn Express hotels in their Snoozapalooza campaign, a
limited time promotion. This campaign promoted HIEXs free breakfast and extended check out
hours on the weekends during September and December of 2016. I formed in hotel collateral
and different commercials that pertained to the demographics of the consumers we wanted to
attract who would get the most out the hotel.

Principle Centered Leadership theory
.
by Covey
of the above theory (Covey)
.
30 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)
.
36 Students will demonstrate knowledge of HDF 190 Life My knowledge of the four Vs model of ethical leadership I have acquired through my HDF 190 FLITE
the 4 Vs theory of leadership by Grace class. The four Vs are Values By first discovering the values at the core of our identities, we begin
. (Center for Ethical Leadership) the process of integration our unique values with our choices on all levels of our personal and civic
lives. Vision The ability to frame out actions, particularly in service to others, within a real picture of
what ought to be. Voice The process of articulating out vision to others in an authentic and convincing
way that animates and motivates them to action. Finally, Virtue The understanding that we become
what we practice, we foster virtue by practicing virtuous behavior and striving to do what is right and
good. (Leadership Handbook)
37 Student will describe personal application HDF 190 Being in a group I personally apply this theory within any group that I am a part of. Being able to use all four of the Vs
of the above theory (Grace) HDF 417 with the Ethical leadership model allows me to truly be myself within the group setting and it can be
. shown. I get to personally express what I believe in, what I see the possible outcome will be and to
HDF 492
speak out and to let my voice be heard so that we can either build off of it. Usually you can see this out
of me during a group project. Since it is a grade I like to know that my voice and vision has been taken
accounted for so I have the assurance that what I believe works so it is placed within my groups
thought process.
I personally can express that I applied this theory throughout my internship experience. I wanted to
have the most positive outcome through the use of follower engagement for each post. With each post
content that we can come up with lays the foundation for the next best thing that can allow more
students to be engaged with our accounts and have a more positive experience here at URI.
A major value of mine that I hold to the highest standard is love. Whether I am at work in a
professional setting, or in a social aspect. I hold love to the highest standard. Showing people
affection, whether it is a conversation or a smile can go a long way I the lives of others. You
have no idea what type of day this person may be having and a small positive gesture could
make the day of someone without you even knowing.
Situational Leadership theory by Hersey
. & Blanchard
. of the above theory (Hersey & Blanchard)
40 Student will show knowledge of the HDF 190 Class I show knowledge of Relational leadership through my HDF 190 class. Relational leadership focuses
Relational Leadership model by on the importance of relationships for those in the process of change. There are five leadership
. Komives, McMahon & Lucas components of Inclusive, Empowering, Purposeful, Ethical, and Process-Oriented. Each of these share
the process of knowing, being, and doing to show how each of these components.
41 Student will describe personal application HDF 190 Class When it comes to relational leadership I focus on the Empowering and Being aspects of the grid. I
of the above theory (Komives et al) HDF 417 Summer Internship focus on these two because they go hand in hand with my strengths of Includer and Belief. With my
. strength of includer I make sure that everyone has a part to do whether it is big or small just to make
HDF 492
sure that they feel included, this is a big part with purposeful because this has to do with the
commitment to the students to make sure they make the best experience. My strength of belief plays
into with the being aspect of the grid. Being show the believing that this group can make a difference,
with a positive attitude.
A major role in social media is to provide change for the common good. I use my strength of inculder
here in order to make sure that everyone feels a part of the post. I like to make sure that all
demographics can relate to what I am posting and can share the common bond to the information that
is being shared. I have to effectively communicate this information in order for the URI community to
have the opportunity to share a conversation with someone about it.
A major part of marketing is understanding who your consumer is. There are many different
segments you have to take into account from demographics, geographics, phycographics, and
overall way of life. You have to form a piece of content to the liking and understanding of the
consumer in order for your brand to flourish.
concept of constructivism
.
43 Students will describe personal examples
of implementing constructivism
.
44 Student will demonstrate knowledge of HDF 413 Class Kolbs Learning cycle contains four main points that express different learning styles to how
experiential learning in leadership HDF 417 we as individuals go about learning a certain topic. The four are split up into two groups, first
. development (Kolb) is perception continuum which contains concrete experience (feeling), and abstract
conceptualism (thinking). This group lets us learn about how we think about things. It allows
us to analyze the topic or thing to allow us to have an understanding of what we are dealing
with. The next group is Processing continuum, which contains Active experimentation
(doing), and reflective observation (watching). I this group we are now able to see what were
learned processing continuum and actually see what we analyzed through our minds now in
front of us and process it that way and receive a better understanding of it.
With everything that I did at the URI social media intern, it all began with what can the
experience be for the follower. We go through the different scenarios in which of how a
student can simply react to something. We would change language, tone and imagery in
order to make the whole experience with the post.
45 Student will describe personal application HDF 413 Class We use this model while preparing and agenda for any organization that we are going to associate
of experiential learning in leadership HDF 492 Summer Internship ourselves with. That org gives us a brief description of what they would like to experience and that is
. development (Kolb) when processing continuum comes into play. We begin to think about what we would like to do as
activities we would like to do. Once we have our general idea perception continuum plays in and now
we see the retreat play out based on our strengths and how we get things done and how we can
accomplish that organizations goals.
Over my summer internship while running my own project I had to come up and manage the
schedule and budgets for each piece of collateral. I had to take into account the length of
creative, the length of production, and the length of shipping. While in the midst of all of this I
had to make sure that I was staying on budget. I had one budget for all of the collateral and as
usual nothing ever goes according to plan and adjustments have to be made.
46 Student will show knowledge of the HDF 190 The social change model is broken down into three parts of Individual, Group, and society. Each of
Social Change Model of Leadership these parts help form the next into what its full potential is and how it will affect. The individual focuses
. Development by Astin et al of the development of ones self in order to make them grow to their full potential. Once the individual is
formed they are able to progress to the group. The group focuses on collaboration and interaction
between group members. Being able to use your individual self in the group and being able to spread
who you are onto the group helps the group because it is forming the collaboration aspect. Once you
have formed your final idea you can introduce it to the community which connects to society. Society is
the change for common good. Once you and your group have created your idea and are able to bring it
into the community it will have a profound effect on everyone.
47 Student will describe personal application HDF 190 Group Presentation With the social change model, for an assessment we had to create an organization in which we would
of the above theory (Astin et al) HDF 492 Time at URI possibly have on campus. My part of the presentation I explained about the different theories of
. Leadership that we could use in our potential organization and I chose to speak about the social
change model. I explained how we would take an incoming freshman and take his particular interests
to understand his individual self. Then with these interests we would match him up with organizations
that would pertain to his interests. With him as an individual and in a group he joins the society aspect
through what he was able to do through our organization. For us as servants we will be mentors with
the students who share the same interests as us so we can be there for them and to guide them down
the correct path.
I believe I have set a foundation for myself for other students to look upon. I came to URI hating
the fact that I was a commuter so I needed to get involved. People forget that I live at home
because Im so involved. Im not just involved but Im a leader within my orgs. I hope to be an
inspiration to others as they go on their URI Journey. I have been told how much of an
influence I have had on some students. That is something I take pride in and I will cherish
forever. I hope that students I have inspired would do the same as I did for them.
c Students will demonstrate knowledge of
the Leadership Identity Development
Model by Komives et al
49 Students will describe personal
application of the above theory. (Komives
. et al)
50 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
52 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
.
of the above theory
.
Leadership Substitutes Theory
.
of the above theory
.
Models of leader emergence
.
65 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
68 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
69 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
the Cycles of Socialization (Harro)
. theory and its uses in leadership
71 Students will demonstrate personal
application of the Cycles of
. Socialization (Harro)
the Cycles of Liberation (Harro) theory
. and its uses in leadership
73 Student will demonstrate personal
application of the Cycles of Liberation
. (Harro)
the Configuration of Power (Franklin)
. and its relationship to leadership
application of the Configuration of
. Power (Franklin)
racial identity development via the Cross,
. Helms or other models (Ferdman &
Gallegos; Kim; Horse; Wijeyesinghe etc.)
application of model(s) of racial identity
. development above
78 Students will demonstrate knowledge of
McIntoshs theory of privilege and its
. relationship to leadership
application of McIntoshs theory
.
80 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership
81 Student will show knowledge of effective HDF 190 Life I gain the knowledge of Change Agency through the lesson from my HDF 190 class through the social
leadership as it relates to change agency HDF 417 change model. The value of change is placed into three parts and they are that a change agent should
. understand, have, and demonstrate. Through this process you learn that change is a process, a
process of transitioning from a comfort level that you have been so use to into showing that changing
can be a great thing for the better. It doesnt ask you to completely change yourself it asks you to
change how you look at things in a different light.
Understanding the concept of change when it comes to a social media standpoint is very relatable. In
the digital world everything is changing at such a rapid pace that in some cases you can has a blink of
your eye and then, boom, its gone. You need to stay on your toes for the next best thing, whether it
lands in your lap or you come with it yourself. It is up to you to make that change and have a lasting
impact on it.
82 Student will describe personal examples HDF 190 Leadership Institute I first became a change agent after leaving the Leadership Institute. After experiencing institute for the
of being a change agent HDF 417 first time I was completely blown away. I never realized what life was like through the eyes of others. I
. was a sheltered child growing up so I was only able to do so much, so being at institute opened my
eyes. I am now able to think in a different light because of it, and this is what I believe has improved my
leadership skills now because I am comfortable with changing my thoughts after hearing new ones and
how it has affected others.
With this internship I had to think like I was in the shoes of an other individual. You have to see what
would appeal to them and other different individuals so tat the post is the most effective and it can be.
83 Student will create a personal code of
inclusive leadership
.
the Model of Intercultural Sensitivity by
. Bennett and its uses in leadership
85 Students will demonstrate personal
application of the Model of Intercultural
. Sensitivity by Bennett
the ally Action Continuum by Griffin &
. Harro
application of the Action Continuum by
. Griffin & Harro
Outcome Category: Critical Thinking
88 Student will show knowledge of principles HDF 492 Summer Internship Logic is not a matter of opinion, but how arguments are formed to be more right and
of critical thinking (logic is used in this reasonable. Critical thinking is a process of evaluating, where you must utilize logic in order to
. minor) separate reasonable from unreasonable. Having logic helps to better evaluate all aspects of a
situation and critical thinking helps with the decision making process while keeping these
aspects in mind. In order to critically think, you must gather complete information and have a
full understanding of that information. You then must question the methods and the conclusion
of the situation in order to obtain different perspectives and keep an open mind. It is important
to remain unbiased when critically thinking in order to get a better understanding of each and
every viewpoint. Checking the source of the facts rather than just assuming they are correct is
also essential when evaluating. It is also important to look at the bigger picture and examine
the entire situation as a whole. This will help when assessing different cause and effects. The
most critical part of critical thinking is to understand your personal morals and values in order
to steer your decision making in the right direction. Knowing yourself and what you deem most
important plays a big role when developing rational evaluations about an argument.
89 Student will demonstrate proficiency of HDF 492 Summer internship During my time as part of the university of Rhode Island Student Alumni Association and
critical thinking during my summer internship in Atlanta I have demonstrated the proficiency of critical thinking.
. With SAA, I have been in major roles where we need to figure out what will attract students to
out events, and what will make them want to stay at the event. Similar with the internship, we
had to figure out incentives that would intrigue guests to coming to stay at the hotel and make
them come back for more. Critical thinking allows you to understand the person you are
communicating to and you are willing to figure out what makes them tick to allow their attention
to be grabbed.
90 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
91 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
92 Student will show knowledge of at least five
decision making methods
.
93 Student will describe personal examples of
having used five decision making methods
.
94 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
95 Student will describe personal examples of
having used five problem solving / conflict
. management methods (if student has been
trained in mediation, that information goes
here)
96 Student will describe what it means to
analyze, criticize, synthesize and utilize
. information as a leader
leadership that is used in crisis
.
98 Student will describe examples of
leadership in crisis situations
.
Outcome Category: Interpersonal and Organizational Concepts & Skills
99. Student will demonstrate knowledge of HDF 417 The expectations/ goals that I had at the beginning of the semester was to simply be a sponge and to
active listening techniques engage in the process as much as I can. To be a sponge is to have the will and desire to want to know
everything. The best for on learning is through listening and then applying it to hands on experience.
One of my strengths of communication allows me to understand that a main part of communication is
the listening aspect.
100 Student will describe examples of using HDF 417 Much like in the outcome number 99, the main technique in listening is to be a sponge. However, that
active listening skills may be to some people whether it is just simply sitting and listening, or writing everything down. For me
. my best way to be placed in front of where my job is in front of me and my supervisors goes step by
step of how to complete it with me performing the task as she goes through it.
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
103 Student will show knowledge of techniques HDF 417 Much like outcome 99, and 100 showing knowledge of giving feedback and accepting feedback all
regarding giving and accepting of feedback relates back to the aspect of communication. Providing feedback means that you have you have taken
. the time to go through someones work and you have reached the point to realize to whether or not the
job has been done correctly or not. Once you determine the overall quality of work you go forth to the
person who completed the work and notify them about their work and congratulate them on their work
or tell them in a polite manner how they can improve on their work.
104 Student will describe examples of giving HDF 417 Every time I have to hand in a piece of work that my supervisor has assigned me I always receive
and accepting feedback. some sort of feedback. The most feedback I receive are through post captions. Everyday I am asked to
. come up with captions for each social media platform. The restrictions of how many characters I can
use to how many photos I can post. Each play a roll that could allow us to post the most affective piece
of content out there. Each caption I hand in, my supervisor critiques it to make sure it fits the criteria
needed in order for us to have an affective post. If its good, I get rewarded for it, if not she shows me
what needs to be improved and I fix it.
105 Student will demonstrate knowledge of HDF 190 SOLC As part of my learning contract for HDF 190 I am taking part in the group organization of SOLC. In this
facilitation and de-briefing techniques HDF 413 group we organize and facilitate retreats for different organizations on campus to help with their
. communication and teamwork skills. As Facilitators we give the group of individuals a task to perform
and then once the task is done we debrief on that specific task. We ask a series of questions to the
group to make them think deeply to see how they could take what came out of this task into the group
and the real world. After the retreat we as facilitators debrief ourselves on the overall performance of
the retreat and we notice the pros and cons that came out of this retreat and how we can improve on
these pros and cons. We use these critiques not only to help ourselves but also to help the entire
organization to better the groups we are facilitating. In HDF 190 we are learning different forms of
leadership that will help us in a group setting, whether we are a part of the group or facilitating it.
Now being In the class for solc I have see growth in watch I am able to do as a facilitator. I have see
immense growth in my communication and de briefing skills. Having great communication is key during
facilitation between the organization in which you are working with and your fellow facilitators. (see
evidence #3)
106 Student will demonstrate proficiency of HDF 190 SOLC In similarity toward outcome number 105 the debriefing period after the retreat is to help improve on
facilitation and de-briefing techniques HDF 413 how the retreat should be performed. During the tasks that are performed we are looking for how well
. the group can communicate with each other, and how well they are able to work together to accomplish
the same common goal. We want the groups to be able to walk away from this experience is
experiences that they can use outside of the retreat as a group. At the end of each retreat there is a
debriefing session that goes on for the whole group who facilitated the retreat, and we go over the pros
and cons. All as group members we critic the performances of the facilitators and how the group who
participated did as a whole. In order to improve the groups performance for upcoming retreats we value
what each member of the group has to say whether it was directed toward myself or other group
members because we can take what they say because we can all improve on everything that we do.
We simply say something toward someone not to hurt him or her but to let him or her know that this is
what he or she needs to work on and that you are willing to help him or her improve if needed.
My favorite debriefing tactic is just simply general discussion. This topic allows everyone in the group to
have a say in how the activity went and someone who necessarily did not play a major role in the
activity is able to play a major role in this part. My two top strengths on inculder and communication
play out very well here. (see evidence #3)
framing and breaking the frame
.
108 Student will demonstrate proficiency of
framing and breaking the frame
.
109 Student will show knowledge of organizing HDF 190 Student Alumni Association I gain this knowledge through watching my peer leaders of my HDF 190 class prepare for our class
meetings / setting agendas / and leading HDF 413 SOLC time meeting with what we are going to do for class and how they are going to present it so that we
. meetings firmly understand. When it comes to preparation for a meeting it involves communication with the
people you are working with. You need to know that everyone needs to be on the same page as you
are so that there is no confusion between you and the people you are working with. You have to set up
a game plan and timeframe in which you would like this to be executed.
The importance of an agenda is to have an understanding of the process in which of how you are going
to execute a plan. Whether if it s for a meeting, or a specific event, and agenda is an easy tool to have
that all members involved in the event is on the same page and understands what needs to get done
and when. (evidence #10)
110. Student will describe personal examples of HDF 190 Student Alumni Association I have gained this experience with the student alumni association through meeting with committee
organizing meetings / setting agendas / HDF 413 SOLC chairs who would like ideas about what to say about a certain topic in which they would like to discuss
leading meetings within their committee meetings. Also with our general meetings our executive board gets together an
hour or two before our meeting to go over the game plan and to print out what they would like to
execute during this meeting to give to general members so if incase in the event that they forgot to say
something they have meant to say that we as general members will know.
Within SOLC the major part of planning retreats is scheduling meetings and planning out an agenda.
As an organization we hold weekly meetings to stay on top on any upcoming retreats. Once we know
who is facilitating a certain retreat, those individuals schedule a meeting time so they are able to come
up with the agenda for that given retreat and maintain specific communication so they understand what
needs to get done at any given time and or in a certain manor. (evidence #10
111. Student will show knowledge of
Parliamentary Procedure
112. Student will show knowledge of techniques HDF 190 SOLC I feel as though in any group that you are in we are gong to be dealing with difficult people. I am not
for working with difficult people saying difficult as in they are being a pain but how they go at the situation. One person may feel that
the process should be performed one way and another person feels differently. This is where
collaboration comes into play. There has to be some sort of buffer that both parties are willing to
compromise on, because we are all trying to accomplish one common goal and we want to do in right.
In SOLC every meeting we perform a task as a group. In the group there are different ideas being
tossed around and each one of them is heard. Some may not agree with others but knowing that we
are a team and there will be a lot of trail and error. This is all part of the process and it is something that
we accept. With the trail and error we see what needs improvement and possibly there is something
that there are two different possibilities that could work to help. When facilitating there is a different
scenario when one of the groups might of misheard the directions, or misunderstand, or it could be my
fault on how I explain and they could be having a poor time with the task at hand. This is when we need
to regroup and discuss how things need to get done. In HDF 190 we are split up into groups in which
we will perform a project and in this group we all have our strengths and weaknesses. Is it difficult to
deal with these weaknesses, yes, but that is the glory of it. You begin to collaborate off of this to see
what will work. (see evidence #3)
113. Student will describe personal examples of
using techniques to work effectively with
difficult people
114. Student will show knowledge of the stages HDF 413 SOLC There are four stages to this structure; Forming, storming, norming, and performing. Forming is the
of group development (Tuckman, Bennis or orientation and ice breaking. Storming is used t address any conflicts or disagreements. Norming are
others) used for conflict resolution and consensus on how the group will function. Finally performing is when
you act out the final product of the first three stages at a high level of cohesion and performance.
115. Student will describe personal examples of HDF 413 SOLC These four stages is exactly how a retreat goes for SOLC. We as the facilitators always start off with an
group development in use (Tuckman, ice breaker to get the blood pumping and make sure we know who is in the group. Conflict usually
Bennis or others). happens after we explain to the group the first activity when they are trying to figure out how to tackle
the project. Then immediately norming happens, when they begin to come together on one particular
idea that could work and they for a consensus. Now finally, performing task place when they act out
what they collaborated on. Now granted it my not work the first time but they keep trying until they get it
right.
116. Student will show knowledge of group HDF 413 Student Alumni Association Being in a group there is always that chain of command particularly in a student organization, There is
dynamics and group roles the individual that holds the highest position and foresees the entire operation. Then there is an
executive board below that person who runs the general members below and keeps them up to date
with anything that needs to get done. The there is the general members who execute the plan for the
organization. These three points are key in running an organization smoothly and swiftly.
117. Student will describe personal examples of HDF 413 Student Alumni Association In the student alumni association we have just recently changed our structure to an open group
group dynamics and group roles beginning in the next upcoming school year. So now what our organization is now for the people that
are in is now that we are the leadership team. It starts off with the president, who foresees the new 13
vice president positions. Each vice president position has one or numerous director roles under them
and those directors have coordinators under them this new structure will allow our organization to run
events more smoothly and have a bigger impact on the students of our campus.
118. Student will show knowledge of effective
memberships skills in groups
119. Student will describe personal examples of
membership skills in use
120 Student will show knowledge of the HDF 413 SOLC With this model the idea of It is that in order to grow you need to balance out challenge and support for
Challenge and Support theory by Sanford, any task. If you have too much support you would not be able to fully understand what you need to
. and its relationship to organizations grow and develop. When you have too much challenge you will have a higher possibility of because
angry at what you are doing and quit the task at hand. When you balance the two of these out perfectly
you are able to understand what is happening and you are challenged to the point where it is difficult to
come to but you are able to figure it out and be successful at it.
121 Student will describe personal examples of HDF 413 SOLC During one of the retreats I shadowed, we made the group playa game that had inner tubes and a
using the theory of Challenge and Support marble and the had to get the marble into a bucket. I believe that this model was shown really well
. (Sanford) throughout the activity because the tubes were not connected and the girls had to role the ball through
the tubes and if the ball falls out then they had to restart. We were there to help explain how to do it but
we werent kissing their butt wither when they messed up. I believe that this fits very well because there
was struggle during this experience but they were able to get through it and grow as a group.
construction / elements of informative and
. persuasive speeches
123 Student will demonstrate proficiency in
informative and persuasive public speaking
.
124 Student will show knowledge of planning HDF 190 Student Alumni Association Conducting an interview consists of a lot of organization. For the Student Alumni Association we are a
and conducting interviews (as the closed group on campus and we experience a lot of applicants during the fall and spring semester in
. interviewer) prospective students who want to join the organization. Since we receive so many applicants it is really
up to the whole organization to step up and have a part. My job was to simply conduct the interviews,
and when I wasnt doing that I was outside the room with the other applicants talking to them, calming
them down, and giving them a few pointers so they are able to go in confident. While conducting the
interviews there were a few parts to each interview and once completed they are graded on each part
for further evaluation during this process. In this class I hope to gain the knowledge of how to properly
conduct an interview for future purposes. (see evidence #4)
125 Student will describe personal examples of HDF 190 Student Alumni Association Continuing off of outcome number 124 I have interviewed for the Student Alumni Association for
planning and conducting interviews (as the potential new members. These interviews are split up into parts. And the first part is to simply take a
. interviewer) picture for during the final selection process we can put a name to a face. The next part is that I would
ask a series of questions and while they answer I would take notes to write down anything that
impressed myself or something that I didnt like. Next I would put them in a scenario and see how they
would handle the situation. Since we are one of the most spirited groups on campus they have to
prepare a cheer and perform it for me. After that I would ask if the applicant has any questions for me
and if they do I would answer them and if not then the interview was over. I an looking for the out of the
box creative person who doesnt give the common answer. I want the person to wow me, to make me
never forget them. In this class of HDF 190 I would like to be able to improve on my interviewing skills
in the potential of using them in the future. (see evidence #4)
126 Student will show knowledge of preparing CSV 302 Civic Engagement Leader When going into an interview you need to know what you are being interviewed for. Since you have
for and effective answers in interviews (as Marketing Internship (Ryan Center) applied for what you are being interviewed for you have at least an understanding of the position. To
. the interviewee) make sure that you have the proper knowledge of the position, you will conduct proper research such
as going on the internet, or talking to people who held the position. Knowing what you need to know
allows you to start forming some questions that you could possibly be asked at the interview. Having a
brief idea of what you could possibly be asked will better prepare you for your answers when the
questions are asked.
127 Student will describe personal examples of CSV 302 Civic Engagement Leader When it comes to preparing for interviews I take the approach the former person who has held the
preparing for and being interviewed Marketing Internship (Ryan Center) position so I can better myself for the interview. I would make sure I fully understand the responsibilities
. in which that this position entails. I would ask these people what type of questions were asked so I can
become more aware of what to expect. I recently had an interview for an internship for the Ryan center.
I took the initiative and discussed the position with former position holder Joe Ryan. I discussed the
proper information with him, and I did end up receiving the position so I know that this tactic works.
128 Student will show knowledge of effective HDF 190 Student Alumni Association Collaboration is part of the communication process. Communication is not just the act of speaking it is
collaboration / coalition building also the act of listening. Collaborating is the process of being able to share ideas with the group in
. which you are working with and agreeing on that ideas to execute the common goal that you as a
group are trying to reach. Being able to listen to new ideas widens your imagination with how you can
approach different way of doing something and it show you a new way than what you have originally
new.
129 Student will describe personal examples of HDF 190 In Class we worked on this topic within our small groups. Our task at hand was that we had to build a
working in collaboratives/coalitions structure using spaghetti, marshmallow, and tape. At first we just decided that we would allow the
. engineers in our group to have at it with their ideas, by doing this nothing productive got done because
no one understood what they wanted to do. Then we all started popping out ideas and we all listened to
each other, and it turned out that we used one of the ideas that wasnt an engineers. We have to
realize that before we do something that it is not always the person for is an expert in this task who has
the best idea, its always the most unsuspecting person who can get the ball rolling.
130 Student will show knowledge of
Intercultural communication considerations
.
131 Student will demonstrate proficiency in
intercultural communication
.
132 Student will describe ways to maintain HDF 417 As a form of accountability for the projects that I worked on during the course of my
accountability in leadership / member internship, my supervisor and I established check-ins every time I would enter the
. relationships
office to see how the projects are going/ any questions that I may have towards the
project. It is key as a leader to not only provide check-ins but to be check on as well.
A good leader is accountable for her/her actions and must be held accountable as
well.
133 Student will describe personal examples HDF 417 Summer internship As a leader maintaining accountability is the key to success when dealing with
related to maintaining accountability as a HDF 492 multiple people on the same project. For a project that I worked on multiple people
. leader
in multiple departments had to be on the same page. My supervisors have to make
sure that everyone is being held accountable to make sure that the final project is
compete on time and perfect. I was able to learn the roper communication
techniques in order to successfully pass along a major project to a team.
In the similar situation to outcome 135, I have been able to maintain accountability
as a leader is the fact that I was able to own and run my own project. I was
successfully to maintain accountability as a leader during this project through the
use of maintaining and following a schedule and budgets. Knowing that this entire
project basically had my name on it, I had to act accordingly because my
reputation would be ruined if I messed up how I ran this project. This project has
taught me to act the same way with everything in life whether it is personal or
professional.
134 Student will describe ways to build HDF 190 Leadership Institute When being a leader with a group you have to have a relationship with the others in order for your
relationships between leaders and Summer Internship group to be successful. Without the proper relationships within a group the task at hand will not be
. members accomplished because of the struggles that could come from this. As a leader you want the other
individuals to be at the level that you are. In order to be a great leader you need the people you are
leading to have the same drive as you because with that drive in everyone as a whole the greatest
outcome will occur. You build your relationship through your inspiration, you will form a great bond be
teaching how to be great. (Evidence #13)
135 Student will describe personal examples of HDF 190 Leadership Institute Form me in this case I was the member. We are going back to just after institute to where I am now. My
building relationships with members as a HDF 492 Summer Internship institute peer leader was Caitie Runyon. After seeing her at the institute and seeing how she is as a
. leader leader to us and on campus was what I needed to know that I wanted to be like her. Seeing her be able
to not only inspire others but also herself to strive to be the best she can be. I immediately got involved
with the leadership organizations on campus such as SAA, SEC, and SOLC. I would not have the drive
that I have if it wasnt for Caitie. The relationship that I have with her is the greatest knowing that I
have her to go to whenever I need something. I hope to have a relationship like this with any of the
incoming freshman next year and I hope I can give them the drive to do great things within their
freshman year as well. (evidence #13)
I was given the best example of this over this past summer during my summer internship in
Atlanta. My Account director who is 25 years in the business and she knows everything that is
advertising. She sat down with me and asked me what would it take for her to do to make me
succeed. We chatted and she followed through, she treated me like the member of the team, my
voice was heard and taken into account, and some of my ideas were used in the actual
campaign. I wasnt seen as an intern but as a colleague, and that was more than what I could
of asked for through a person leading me.
136 Student will describe how credibility applies HDF 417 Summer Internship No matter what position youre in, whether it it the head of a company or youre a part of a small school
to leadership, as well as the characteristics project, we all have a job at hand. No matter how big or how small this task may be, we are responsible
. and skills of a credible leader for the finished product of that task. We need to make sure that us as an individual stay on top of our
work and make sure that it gets done in a timely manner and perfect so that our classmates or
colleagues do not have to pick up the slack on our behalf. We need to be credible for our work. If you
need help speak up and someone will gladly assist you, all you need to do is speak up.
137 Student will describe personal examples of HDF 417 Summer Internship The most significant learning experience so far has been having the opportunity to work on a project on
building, maintaining, and repairing his/her HDF 492 my own. There Throughout this semester I have been in charge of the planning of next semesters prize
. own credibility as a leader campaign that we will be running in order to make more URI Students engaged on URI social media. I
have learned the skills of organization, multitasking, and facilitation. Being able to have a project on my
own has taught me the concepts of responsibility and self discipline of making sure something you own
gets done and is done well and in time.
Over my summer internship I was given the task of owning my own project. I was in charge of
all in-hotel collateral for all 2,200 hotels of the holiday inn/ holiday inn express hotels across
North America. I lead the production and creative for these pieces of content, I had to build and
maintain credibility as a leader to the people Im leading In order for them to trust me and follow
my instructions so I can report to my client and maintain the same status with them.
138 Student will describe ethical standards in
influence
.
139 Student will describe influence applies to HDF 417 The affect that influence has on an individual is a great amount. If you have a
leadership mentor or supervisor who is not passionate for what they do, what will inspire you
.
to have the passion for what you believe in. Every time I walked into my office my
supervisor always was eager to take on the day and the tasks at hand. Every post
held a special meaning to her knowing the lives it can have an effect on. She would
always seek to find the next best thing that would make the post more engaging
towards the viewers.
140 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
141 Student will describe personal examples of HDF 417 Everyday in the office is a knew day of learning. One day I would learn about post
mentoring and being mentored engagement and the next I would be learning about social carousels. A key thing
.
about being a mentor is allowing to express your knowledge in your own way. The
mentor was once the mentee before and they had to go through the same process.
The mentor will go through the step by step process of how to do a certain thing. But
the mentor will allow the mentee to physically go through the process in order to
achieve the mist successful learning capabilities.
142 Student will describe principles of effective HDF 190 Leadership Institute The effect of being a peer leader is to be there to help the ones that you are leading. You are there to
peer leadership, as well as problems make sure that everyone is able to execute their role the most effectively and smoothly. Being a peer
. particular to peer leadership leader, they have the answers to your questions because they have the past experiences so they no
what to expect and how to handle it. You give them the advice and information that they will need in
order for them to succeed. I have this knowledge because I am currently being lead by my peers and I
am seeing how the process works, and their knowledge is passing onto me because of their past
experiences.
As a facilitator we are peer leaders we are students of the same age working together to achieve one
common goal as a group and that is two better the organization the we are facilitating. Not ever retreat
goes according to plan and as peer leaders we need to be there for the individual or individuals in order
to get them back on track and understand why they are there.
(see evidence #14)
143 Student will describe personal examples HDF 190 URI 101 Through my personal experience in HDF 190, and in URI 101 I have been able to be led by individuals
related to being a peer leader and being who have guided me down the proper path to continue my URI journey. They have provided me with
. led by peers the information that I need to make the correct decisions whether they are academically, extra-
curricular, or even professional. I have had my best interest put forward with these individuals and I am
grateful for them. They have led me to have the same attitude toward incoming freshman if I ever get
the chance to be a peer leader to them whether they are in these classes, or just as a inspiration on
campus.
To add on my peer leader experience this past year I have served as a member of SOLC and as a
Civic Engagement Leader. Both experiences have similarities in facilitating different events and having
control of other groups of individuals. Both organizations have the same purpose in being able to
change people for the common good. With CELs it was by community service, and with SOLC it was
through retreats.
(see evidence #14)
144 Student will describe the four frames of HDF 413 SOLC The four frames of organization are the structural, human resource, political, and
organizations by Bolman and Deal symbolic frames. The structural frame allows organizations to establish and reach
.
goals using everyone participating in the task to use equal effort until the goal is
reached. The human resource frame allows us to see the individual and their specific
needs and to see there surrounding and see whether they fit or not and to fix the
problem so they dont both fail. The political frame allows us to see the coalition of
diverse individual and interest groups. Finally, the symbolic frame allows to see why
something happens and what it means. (see evidence #15)
145 Student will describe personal application HDF 413 SOLC SOLC uses these four frames everyday without even knowing. We see the structural
of organizational analysis using the four frame when we plan and execute retreats. The human frame to see who is facilitating
. frames of organizations (Bolman and Deal)
the retreat and who the facilitators are facilitating. The political is viewed through
the fact that we as an organization we are a very diverse group of individuals
working together based on from where we come from and how we lead. Finally the
symbolic frame is what we do as an organization. We change or help various groups
on campus for the better of themselves. (evidence #15)

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LEADERSHIP

Leadership Inventory Revised 8/30/2013 1

Assistant Director of the CSLD. CONTENTS

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 8/30/2013 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 8/30/2013 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 8/30/2013 4

Leadership Inventory Revised 8/30/2013 5

Leadership theory and

13 Student will show knowledge of the

The implementation of my strengths allowed me to successfully execute my internship position. There

Outcome Category: Leadership Theories

28 Student will show knowledge of the

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

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