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: Tori Seiden

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

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

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

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

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

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

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

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication. We can help with all of the above.
GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
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,

organizational, and academic examples of
self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of HDF 190 Headspace I am aware of many different stress management methods through over a year of therapy in my
stress management methods hometown. I worked with a few therapists, all of whom taught me various ways of how to manage my
stress. One of the main ways that helps me destress is guided meditation, and I was specifically
recommended an app called headspace which is really amazing. It has different styles of guided
meditation, all of which target different forms of stress. Meditating helps to clear your head and in turn
be less stressed. An example of a time this was useful for me is just April in general. I am starting to
have a lot of assignments due, such as this inventory and many other things in HDF 190, as well as
many events that I have volunteered or signed up for coming up and all of this is a bit hard to deal with.
When I find myself feeling overwhelmed about the amount of work or activities I have, I make sure to
get lots of fresh air and meditate, meditate, meditate. (See evidence #4 photo of headspace)
5. Student will demonstrate the ability to HDF 190 Gallup strengths I have learned to manage my stress through various methods. One of my favorite ways to help de-
manage stress stress is through relaxing smells. I enjoy burning incense when I can or spraying room mists. Some
smells that I find particularly relaxing are lavender and the stress relief scent from bath and body
works. Another way that I manage my stress is through guided meditation and or yoga. The meditation
allows me to clear my head and return to a calmer state of mind while the yoga helps relax my body
and leaves me much less tense. Something else that I find helpful is calming music. I have found many
soothing playlists on Spotify that really help me wind down. I also think that getting fresh air is very
beneficial to managing stress, as I always feel more relaxed when I have spent some time outdoors. All
of these are useful tools for me when I have many exams or if I am struggling in a class. They are also
helpful when working in a group dynamic, as the competition for a leadership position can be quite
stressful when it is not yet determined. I find that when I use these tools to lessen my stress levels, I
can work more efficiently towards whatever goal I am trying to reach or within whatever group I may be
a part of. I think my strength of restorative that I learned about in HDF 190 applies really well here, as it
deals with finding and addressing problems. The first step in managing stress is acknowledging it,
followed by whatever may be necessary for you to cope, and restoration allows me to do both. (See
evidence #5 photo of Spotify playlists)
6. Student will express a personal code of HDF 190 Gallup Strengths As a leader and a member of various groups, I personally make sure to always use my strength of
leadership / membership ethics includer and my value of fairness that I learned about in HDF 190 to create the best possible
community. Being an includer allows me to make sure everyone on a team is being used to their full
potential and also feels safe in what they are doing. By noticing and bringing out other people’s
strengths, I believe the group will be able to succeed in anything. I use fairness by treating all people
and all things or situations equally, despite differences. I make sure to accept people for who they are
and educate myself on things I do not understand in order to better accept that as well. I think
knowledge is a huge aspect of fairness because without a thorough understanding of a subject, you
cannot begin to take in the new idea. An example of a time that I really utilized this code of ethics was
when I volunteered on a special needs cheer team (Country Stars). I made sure to make all of the
athletes feel safe and I treated them in such a way that they never felt any different than the rest of the

cheerleaders at the gym. I believe pairing includer with fairness allows me to lead very ethically as well
as be an effective and ethical member of a group. (See evidence #6 photo of Country Stars)
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF 190 VIA My top five VIA values from the test taken in HDF 190 are kindness, honesty, fairness, love, and social
statement (Sources = VIA, values intelligence. I show kindness mainly through compassion and generosity. I believe small acts can truly
clarification exercises, etc.) make a change for an individual, and so I make it a point to always show the people I care about that I
love them. It is also important to me to be a shoulder to cry on for anyone who needs it. I take great
pride in being the cause of someone’s happiness, and showing that I am there for them is a great way
to do that. I use my value of honesty by being honest with myself. Before being a leader, you must be
confident enough in your own values and beliefs, otherwise people will see your uncertainty. I am
honest with myself by practicing mindfulness and by acknowledging my thoughts as correct, while still
considering and accepting other points of view. I use fairness by treating all people and all things or
situations equally, despite differences. I make sure to accept people for who they are and educate
myself on things I do not understand in order to better accept that as well. I think knowledge is a huge
aspect of fairness because without a thorough understanding of a subject, you cannot begin to take in
the new idea. Valuing relationships is the main way I showcase my value of love. Networking is so
important and not only do you want to create those connections, but you want to maintain them and
allow them to grow. By keeping the people I’ve made connections with close to me, it allows me to see
a reflection of who I am and grow through that. Finally, I use social intelligence to create an
environment where everyone feels safe and comfortable. This strength allows me to easily notice when
someone may be feeling unsure or if they need a boost of encouragement, and it also allows me to
know in what way each individual may need that. Some people need to take a break when things
become hard and others need to be pushed forward; social intelligence allows me to know which of
these is necessary at what time. (See evidence #8 VIA)
The VIA Classifications of Strength. (n.d.). Retrieved April 21, 2018, from
http://www.viacharacter.org/www/Character-Strengths
9. Student will demonstrate practice of the
personal values statement
10. Student will demonstrate the ability to HDF 190 GWS 150 I believe that I have become proficient in leading a project through the gender and women’s studies
lead a project from start to finish (follow- class that I took first semester. We were assigned a “social change project,” similar to the one we did in
through) HDF 190, where groups of students from the class had to select an issue we were passionate about
here on campus and attempt to educate people on the topic and or create a change surrounding it. My
group selected the topic of sexual assault on college campuses and this is something I am very
passionate about. I believe my passion comes mainly from my value of love, as sexual assault very
much violates this characteristic and my loving skills motivate me to create a positive change in
response to it. I immediately took the lead on the project, as there was that awkward sort of “what do
we do?” feeling amongst this new group. I organized a document for all of us to put information in so
that we would be well equipped to write the paper and create the presentation we would later have to
complete. I made a Facebook page for the change we wanted to create, which we titled “URI Safe
Walk.” My strengths of developer and arranger really showed here, as both focus on organization and
planning and my actions in this project very much reflect those skills. The idea was to set up a system
so that if ever someone felt unsafe, they could connect with another individual to make sure they
wouldn’t have to walk by themselves. I made surveys to test our communities knowledge of the topic
as well as a follow up survey to see if people had learned anything from our project. The follow up
survey was given at a booth we had at the memorial union and it reflected that we did in fact educate a
small group of individuals, as well as make them feel safer. This was all concluded with a presentation
displaying our results and the change we had made. (See evidence #10 GWS project)
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 Gallup strengths In HDF 190, I took the Gallup strengths test to find out my top strengths. The signature themes of the
Signature Themes, shadow side of Gallup test were, for me personally, strategic, developer, arranger, includer, and restorative. The
Strengths and/or weaknesses, and shadow sides for these vary on the situation, but appear from time to time. When using my strategic
examples of application (Source = Gallup) strength, it is difficult for me to let plans change once they have been set. I know that sometimes when
working on a project, a different path appears and may be the better route to take, but once I set a plan
I like to stick to it, so that is the shadow side to strategic. Developer is sort of opposite to strategic, as it
allows me to go with the flow, but when the set plan is being followed and my developer comes out and
wants to shift ideas, this can be difficult. Arranger is essentially the same as strategic. It deals with
effectively creating a plan or organizing something, such as an event. Its shadow side is also similar to
strategic, as it can be a challenge for me to adapt to such a structured plan once that plan is in place
and in motion. Includer has a shadow side when I attempt to apply it to people who don’t necessarily
want to build relationships or prefer to keep to themselves. Restorative has the potential shadow side
of misidentifying an issue or solving it in a way that may be upsetting or frustrating to someone else.
(See evidence #17 Gallup strengths)
Gallup, Inc. (n.d.). CliftonStrengths for Students. Retrieved April 22, 2018, from
http://www.strengthsquest.com/home.aspx
18. Student will describe personal leadership HDF 190 Gallup strengths, leadership institute I find my leadership style to be a little odd at times, as the Gallup strengths test that I took in HDF 190
style and/or personality style including showed me my strengths are balanced evenly between relationship builder and executer which in my
strengths and weaknesses and examples mind can often be conflicting. I think that each of my strengths are useful in certain situations, but
of application (Sources = Leadership style typically not multiple at once. The strength that I think I use most often to lead is includer, because I
inventories, the L.P.I., Type Focus personally believe that a comfortable group dynamic allows for the best work. If someone is
(MBTI), LAMP, DISC, and other career uncomfortable or unsure within the group, they tend to not pull their weight or not contribute. An
inventories, etc.) example of a time I used this strength was at the leadership institute. At first, everyone on the team
was very awkward and unsure of the whole situation. When the Grody Rhody Games came around, we
were all still somewhat adjusting to each other and the group as whole. I made sure to be very
encouraging through the whole process in attempts to up the morale of the team and in turn make
everyone more comfortable. By the end of this activity, I felt my strength of includer had very much
aided in the close knit relationships felt amongst the team. A strength that I find often reveals the most
weaknesses is my strategic strength. A lot of times I will plan things out to be more prepared, but when
something goes wrong I often end up flustered. (See evidence #18 institute photo)
Outcome Category: Leadership Theories
Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
“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
(Taylor)
“Management by Objectives” theory
of leadership by Drucker
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory of
leadership by MacGregor
(MacGregor)
27. Student will show knowledge of the HDF 190 VIA In HDF 190, I learned that the servant leadership theory has one main focus and that is that service must happen
“Servant Leadership” theory of before leadership (“service above self”). It consists of 10 characteristics: listening, empathy, healing, awareness,
leadership by Greenleaf persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community.
Listening is more than just allowing others to speak, but really taking in what they are saying as well as noticing what
is not being said and being more in touch with your own true voice. I find that this is very similar to my value of social
intelligence, as that also encompasses more than listening only to words, but to body language as well. Empathy is
being accepting of all and understanding each individuals differences. Healing is the acknowledgment of how
important relationships are and the act of creating “whole” relationships with the people they come in contact with.
Awareness is always being knowledgeable as well as disturbed. A servant leader knows what is going on in their
community and around the world and desires to make a change. Persuasion is convincing rather than coercing. It
focuses more on being able to persuade than using your power. Conceptualization involves much broader thinking,
far beyond day to day realities. Foresight deals with not only the future, but the past and the present as well. Servant
leaders must learn from the past, be aware of the present, and be able to see the most likely outcome of a situation
in the future. Stewardship is essentially working together toward a common goal, in this case serving, and it
emphasizes openness over control. Commitment to the growth of people deals with a servant leaders natural desire
to help each and every individual grow to their fullest potential. Building community deals with communities within
communities. Servant leaders must show the way through a very specific community for the larger community as a
whole to benefit. (See evidence #27 Servant Leadership)
Greenleaf, R. (1970). The Servant as leader. Paulist Press. New York; NY.
(Greenleaf)
“Principle Centered Leadership”
theory by Covey
(Covey)
“14 Points / TQM” theory of
leadership by Deming
(Deming)
“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin
(Sashkin)
“Individuals in Organizations”
leadership theory by Argyris
(Argyris)
37. Students will demonstrate HDF 190 VIA In HDF 190, I learned about the 4 V’s. Grace’s 4 V’s model focuses on four main points: values, vision, voice, and
knowledge of the “4 V’s” theory of virtue. This model allows you to identify your core values, which for me are kindness, honesty, fairness, love, and
leadership by Grace (Center for social intelligence. For me, my values of social intelligence, kindness, and fairness allow me to act as an inclusive
Ethical Leadership) leader and team member. Through these values, you can develop a clear vision and voice. Vision would be what
you want to see changed in the community or world around you, such as movements that you advocate for or issues
that you want to see addressed and resolved. Your voice will allow you to create the change that you desire, which
can also be done through movements or simply spreading knowledge of the topic. Voice is your platform where you
can express your vision through your values. Virtue is the standard to which you hold yourself while using your voice
to make your vision a reality, and this is also shaped by your values. Virtue is how you go about creating the change,
such as how ethically or with how much integrity. The 4 V’s are clearly very dependent on one another, as all are
shaped by your values and all involve at least one other V, which causes you to use all the V’s in the end. (See
evidence #37 4 V’s)
Center for Ethical Leadership. (n.d.). Retrieved April 22, 2018, from
http://www.ethicalleadership.org/concepts-and-philosophies.html
38. Student will describe personal HDF 190 4 V’s A time that I used the 4 V’s that I learned about in HDF 190 was when I organized a fundraiser in honor of my friend
application of the above theory Julia Malsin who passed away from aplastic anemia when we were only 12 years old. I was provided a booth at the
(Grace) bone marrow drive here at URI where I handed out shirts, ribbons, and bracelets and talked to as many people as
possible about Julia and Julia’s Wings, the organization her family created after her passing. I also collected
donations and joined the national bone marrow registry along with many other students. I used my value of love
through appreciating the relationship I once had with Julia and honoring her in this way. I had a vision of bringing
aplastic anemia awareness to URI from the moment I stepped onto this campus, as leaving my hometown and being
unable to participate in all of the fundraisers we do for her there was a challenge for me. I knew that it was my
responsibility to create any form of fundraiser or to somehow raise awareness, and this was an amazing opportunity
to do so. I used my voice by setting up the table with information and by physically using my voice to spread the
word as far as I was able to. I was virtuous by holding myself to the standard I believe Julia would’ve held herself to.
(See evidence #38 Julia’s Wings)
“Situational Leadership” theory by
Hersey & Blanchard

(Hersey & Blanchard)
41. Student will show knowledge of the HDF 190 Gallup strengths In HDF 190, I learned about the Relational leadership model. Relational leadership consists of knowing, being, and
“Relational Leadership” model by doing, and applying these three things within the five other aspects of the model: inclusive, empowering, purposeful,
Komives, McMahon & Lucas ethical, and process-oriented. All of these things work together to ensure that group members are seen as
constituents, participants, and co-creators rather than focusing on one main leader. “The Relational Leadership
Model does not seek to describe the way leadership is currently practiced in all groups or organizations, but is an
aspirational model that we propose in developing and supporting a healthy, ethical, effective group.” Knowing deals
with yourself; you must know. You must know how others view things differently than you do, and in turn you must
know how you yourself view things. You also must understand how change occurs. Being deals with how you are;
you must be. “You must be ethical, principled, open, caring, and inclusive.” Doing deals with how you perform; you
must act. You must act consistently and congruently on your own beliefs as a member of your society. “Being
inclusive means understanding, valuing, and actively engaging diversity in views, approaches, styles, and aspects of
individuality, such as sex or culture, that add multiple perspectives to a group’s activity.” Inclusivity allows people to
feel comfortable, and this comfortability creates a much more effective group dynamic. Empowerment has two
dimensions. The first involving the sense of self that shows motivation through claiming a place in the process and
expecting to be involved. The second involving environmental conditions that help get everyone involved by reducing
barriers that may prevent others from fully participating. Purposeful means having a commitment to a goal or activity,
as well as the ability to collaborate and to find a common ground with others to facilitate positive change. Ethical
means being driven by values and standards that leadership is good in nature. It involves acting with integrity and
authenticity. Process refers to how the group is a group, remains a group, and reaches the group’s goal. (See
evidence #41 Relational Leadership model)
Leadership Resources Center. (n.d.). Retrieved April 22, 2018, from http://leadertoday.org/faq/relational.htm
(Komives et al)
concept of constructivism
44. Students will describe personal
examples of implementing
constructivism
45. Student will demonstrate
knowledge of the Experiential
Learning Model (Kolb)
application of the Experiential
Learning Model (Kolb)
47. Student will show knowledge of the HDF 190 VIA In HDF 190, I learned about the Social Change Model of Leadership. The Social Change Model of Leadership
“Social Change Model of consists of the seven C’s for change, which are: consciousness of self, congruence, commitment, collaboration,
Leadership Development” by Astin common purpose, controversy with civility, and citizenship. Consciousness of self means being mindful of yourself,
et al your values, what you believe in, and who you are. I find this C to be very similar to my value of honesty, as I am
honest with myself through practicing mindfulness. Congruence means following your words with actions.
Commitment means being invested and involved in whatever you may start all the way through to the end.
Collaboration means working together with others in a balanced way that utilizes everyone’s individual strengths.
Common purpose means that you share a goal with those you are collaborating with. Controversy with civility means
that some inevitable disagreement will lead to all opinions being heard and discussed. Citizenship means seeing
your individual self as a part of a bigger picture. These are all important because collectively, they create a
committed group with a common goal. The group is able to be open and honest with little conflict and all members
are good citizens that participate in their community. With this, it is much easier to create change where change is
needed or wanted. (See evidence #47 Social Change model)
The Social Change Model of Leadership Development. (n.d.). Retrieved April 22, 2018, from

https://www.cmich.edu/ess/ResLife/Leadership_Opportunities/Leadership_Camp/Pages/Social_Change.aspx
48. Student will describe personal HDF 190 Habitat for Humanity Global I used all aspects of the Social Change Model of Leadership that we learned in HDF 190 on my service trip to
application of the above theory Village Guatemala Guatemala. A time that I utilized the consciousness of self was during one of our nightly reflections. The question,
(Astin et al) “why do you serve was asked?” and for me personally, I began serving after experiencing a traumatic event, as
serving others allows me to clear my mind and improve and maintain my mental health. I was not going to reveal this
to the group, but another member shared that she also dealt with this trauma and it was clear this was (obviously)
upsetting to her. Being mindful of who I am and what I had also endured, I shared my experience so she could know
she was not alone. A time that I utilized congruence was even before the trip actually happened. I knew that I
wanted to go on this trip as soon as I heard about it, and so I took the necessary steps to achieve that goal. I
applied, went through two interviews, did a TON of fundraising, and then was finally rewarded with a week of service
in a beautiful country. A time that I utilized commitment was the day on the worksite where we had to dig trenches
about 5 feet deep (I am 5 feet tall). It was insanely hot and the trench was slowly becoming my size, making
throwing the dirt out even harder as it needed to go above my head, but I was committed to the cause and finished
regardless of the challenge. Collaboration was evident throughout the entire process, as my team and I worked
together flawlessly through all of the hours of fundraising and all of the hours on the build site. Common purpose
was also constantly evident, as every night at reflection we all discussed how amazing and rewarding the experience
was. Controversy with civility was the only C that did not really appear on this trip. If I had to come up with
something, I would say there was a conversation on the last day about who would go to which build site, but our
close bond made that very much a discussion and not a disagreement. Citizenship was also very apparent this trip,
as serving on this scale clearly shows our reflection of ourselves as a larger part of society than simple individuals.
(See evidence #48 ASB Guatemala photo)
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)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et al
(Hulme et al)
knowledge of behavior theories of
leadership from Michigan and Ohio
State
application of the above theories
(Michigan & Ohio State)
knowledge of Charismatic
leadership
knowledge of contingency
approach to leadership by Fiedler
(Fiedler)
knowledge of Path-Goal theory by
House
(House)
knowledge of Leader Member
Exchange (LMX) theory by
Dansereau, Graen & Haga; Graen
& Cashman; Graen
(Dansereau, Graen & Haga; Graen
& Cashman; Graen)
knowledge of Leadership
Substitutes Theory
knowledge of Models of leader
emergence
66. Student will describe the impact of
traits on leadership emergence and
performance
knowledge of Chaos approach to
leadership by Wheatley
(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
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
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
83. Students will demonstrate knowledge of
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 HDF 190 4 V’s Title IX states that no person in the United States shall, on the basis of sex, be excluded from
relevant laws and policies related to participation in, be denied the benefits of, or be subjected to discrimination under any education
issues of equity and its relationship to program or activity receiving federal financial assistance. Essentially, Title IX prohibits sex
leadership (i.e., Title IX, Affirmative discrimination in educational institutions that receive federal funding. This clearly relates to issues of
Action, Protected Classes, etc.) equity as often times, sexual harassment is overlooked and can make women and girls in the school or
workplace very uncomfortable. This discomfort can lead to girls missing school or work, which can lead
to a dip in grades or lower pay checks due to the missed hours. I believe this law is related to
leadership because it takes a leader who can use the 4 V’s of values, vision, voice, and virtue that we
learned about in HDF 190 to put this law into action. Someone must first value equal rights for all and
must then have the desire and the drive to advocate for it. They must be able to use their voice to
achieve their vision and follow their virtues while doing it. I personally advocate for this, mainly through
my value of fairness by acknowledging that equality needs to be fought for and educating myself on
ways to do so. An example of a way that this could be done would be through something like the social
change project we did in class. My group participated in the Walk a Mile in Her Shoes event, which was
a mile long walk in honor of victims and survivors of sexual assault and domestic violence. Our vision
was to see the rates of sexual assault go down, especially on college campuses. Our voice was when
we gave the presentation, as we spread our knowledge to the class which created more awareness for
the cause. We used one of our values of fairness during this by understanding that a change needed to
be made and that women should be able to attend college with no fear of assault, but this is
unfortunately very uncommon at this moment. Finally, we were virtuous by having the upmost respect
for the survivors of the panel and by being as understanding as possible. (See evidence #86 Title IX)
Title IX and Sex Discrimination. (2015, October 15). Retrieved April 22, 2018, from
https://www2.ed.gov/about/offices/list/ocr/docs/tix_dis.html
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
the ally Action Continuum by Griffin &

Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of HDF 190 Gallup strengths, Leadership In HDF 190, I learned that being an inclusive leader means leading in a way where all members of a
inclusive leadership Institute team feel included, comfortable, understood, and respected. One of my top strengths is includer, which
is obviously very beneficial in this style of leadership. When utilizing this strength, I make sure to create
a family like team dynamic. I believe it is important for all members to know each other on a level that is
at least below the surface so that they can better connect. I also think it is important to make sure
everyone feels safe and comforted. The only way to grow is by stepping out of your comfort zone and
into the growth zone, but no one should be pushed into that or feel obligated to do more than they feel
safe doing. I learned about this at the Leadership Institute, as everything was challenge by choice and
making that choice yourself was very important. I also learned at the Leadership Inventory that I
“encourage the heart,” meaning that I “recognize contributions by showing appreciation for individual
excellence and celebrate the values and victories by creating a spirit of community.” Understanding is
important because all members of a team or group should feel listened to, and that doesn’t mean that
everyone always has to agree. All it means is that everyone’s feelings and ideas should be heard and
accepted. Members of a team should always respect one another in this sense. As an inclusive leader,
I make sure that all of these aspects are in effect in every group situation I encounter. An example of a
time that I followed this code was at the Leadership Institute. During the Grody Rhody games, I could
feel some hesitation from group members, as well as a lack of confidence and some discouragement
when we did not perform to what we believed was our fullest potential. Through much encouragement,
I was able to up the team morale and in turn create a more positive group dynamic that resulted in
better teamwork and more fun overall. (See evidence #97 LPI)
The Five Practices of Exemplary Leadership Model. (n.d.). Retrieved April 22, 2018, from
http://www.leadershipchallenge.com/about-section-our-approach.aspx
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
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five
decision making methods
103. Student will describe personal examples of
having used five decision making methods
104. Student will show knowledge of at least five
problem solving / conflict management
methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
management
106. Student will demonstrate the ability
to synthesize multiple knowledge
perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108. Student will describe examples of
leadership in crisis situations (i.e.,
application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109. Student will demonstrate knowledge of HDF 190 FLITE retreat At our FLITE retreat for HDF 190 at the beginning of the semester, we were given a handout about
active listening techniques active listening and were spoken to about it by our peer mentors. Active listening involves being
engaged in those you are speaking with and listening to. You should refrain from sitting back in your
chair, as that appears as if you are not listening. Instead, sit forward and lean into them. Nodding and
saying things such as, “yeah,” “I understand,” “that makes sense,” or things of the like is another way to
show you are engaged in the conversation. You should keep eye contact and try to not look around at
things that may be distracting around you, as acknowledging those things would mean you are not fully
acknowledging the person to whom you are speaking with. Be sure to not interrupt, other than to
interject encouragement and words of understanding, and be sure to only do so during pauses.
Combining all of these aspects results in a conversation where the person talking to you feels
understood, listened to, and appreciated. (See evidence #109 active listening)
Active Listening: Hear What People are Really Saying. (n.d.). Retrieved April 22, 2018, from
https://www.mindtools.com/CommSkill/ActiveListening.htm
110. Student will describe examples of using HDF 190 FLITE retreat, Servant Leadership At the FLITE retreat for HDF 190, we learned how to actively listen through handouts, information from
active listening skills speeches our peer mentors, and experience throughout the day. After this lesson, I made sure to always be
leaning in to the table when other members of my small group were speaking. I also made sure to have
and maintain eye contact with the individual who was speaking and to nod when I agreed to show that I
was truly listening. A specific example would be when we were discussing race, gender, sexuality, and
social class. This conversation can be difficult for some people, as it may reveal very personal
information about oneself. During this time, I made sure to be using my skill of active listening even
more than usual. This way, if anyone was revealing something that was difficult for them to speak
about, they knew I was listening and was there for them. Another time that I used this skill was when
we had to give our Servant Leadership speeches. I know for myself, it is very difficult to get up in front
of a group and speak, especially when most of the class is disengaged. For this exact reason, I made it
a point to actively listen to my classmates so that they would hopefully feel more comfortable and
confident. I sat forward and up, eager to listen to all they had to say. I made sure to keep eye contact
whenever someone looked over at me, and to smile so that they knew they were doing a good job and
that I was supporting them. (See evidence #110 retreat packet)
functions of group communication by
Hirokawa
112. Student will describe personal application
of functions of group communication
(Hirokawa)
113. Student will show knowledge of techniques
regarding giving and accepting of feedback
114. Student will describe examples of giving
and accepting feedback.
115. Student will show knowledge of the 7D
coaching model (Knott)
application of the 7D Model (Knott)
117. Student will show knowledge of elements
of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118. Student will describe examples of
engaging in a Crucial Conversation
facilitation techniques
facilitation techniques
121. Student will demonstrate knowledge of de-
briefing techniques
122. Student will demonstrate proficiency of de-
briefing techniques
framing based on psychology and its use in
group facilitation
framing based on psychology and its use
in group facilitation
125. Student will demonstrate knowledge the
four frames of organizations, and the
meaning of reframing by Bolman and Deal
126. Student will describe personal application
of organizational analysis using the four
frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127. Student will show knowledge of organizing
meetings / setting agendas / and leading
meetings
organizing meetings / setting agendas /
leading meetings
Parliamentary Procedure
130. Student will show knowledge of techniques HDF 190 Active listening techniques I think the best way to work with difficult people is to actively listen to them, which I learned about in
for working with difficult people HDF 190. When you are disagreeing with someone, it is often because you do not understand each
other. By actively listening, you can better grasp their point of view, regardless of if you end up
agreeing or not. Working with others often results in disagreements, but compromise is one of the best
ways to resolve that. Patience is also very important when working with difficult people. It is easy to
snap when you become frustrated with the people around you, but taking a moment to hear them out
and come to a decision together will result in better work in the end. I think that the 4 V’s would be very
useful here as well. Vision will allow you to see the final result that you hope to achieve. Voice will allow
you to communicate whatever that is you may be trying to achieve, and your values should allow you
do that with patience and kindness, so that it is received well by the person you are working with. Virtue
will also guide you to make those ethical decisions that benefit both yourself and the individual you are
working with. By combining active listening, patience, and the 4 V’s, any difficult situation should be a
bit easier. (See evidence #130 active listening and 4 V’s)
Become A More Active Listener. (n.d.). Retrieved April 22, 2018, from
http://www.onetruegift.com/2017/10/become-a-more-active-listener/
Center for Ethical Leadership. (n.d.). Retrieved April 22, 2018, from
http://www.ethicalleadership.org/concepts-and-philosophies.html
131. Student will describe personal examples of HDF 190 New Milford Youth Agency, Country As a counselor at the New Milford Youth Agency, I worked with large groups of children ages 6-13. We
using techniques to work effectively with Stars of course had a few “problem children,” and I had to learn how to cope with that when difficult situations
difficult people arose. We had one specific student who was on medication for ADD I believe, but his family decided
that he didn’t need it anymore and would send him in without having taken it. This resulted in him
running around uncontrollably and irritating many other students, both verbally and physically. The first
thing I had to do was remain calm and be patient with him. After doing so, I learned that a great way to
help calm him down was to play cards with him, and so I spent much of my summer doing so. Another
experience where I had to work with people who were sometimes difficult was when I volunteered on a
special needs cheerleading team. This also took much patience and understanding of each of the
athletes. The kids were great, but often very stubborn or unfocused. We had twin six year old boys, AJ
and Garrett, who could not for the life of themselves sit still, but could be calmed down if you let them
hang off your arms or back or anything really. They also loved to jump up and down, but as long as
they weren’t running around the coach was satisfied. Most of the practices were spent with me holding
their hands and letting them bounce or letting them dangle. When the time came, they’d always let me
help them into the stunt or to the new spot, so long as I had given them a moment to bounce or hang.
(See evidence #131 photo of AJ and Garrett)
132. Student will show knowledge of the stages
of group development (Tuckman/Tuckman
& Jensen, Bennis or others)
group development in use
(Tuckman/Tuckman & Jensen, Bennis or
others).
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
137. Student will describe personal examples of HDF 190 Social Change Project In HDF 190, we were assigned a Social Change project and my group attended the Walk a Mile in Her
membership skills in use Shoes event. Through this, I was able to act as an effective member of our team. By being flexible with
my schedule, I was able to meet with group members as often as possible to exchange ideas and
collaborate on the essay and presentation. I made sure to be knowledgeable and do outside research
so that my portions could be completed to the best of my ability, as well as enabling me to spread this
knowledge to the rest of my group to improve their portions as well. Fortunately, I was already very
educated on the topic of sexual assault, and so I was able to use this information to prepare my group
a bit before the walk, as well as add further information to our essay. I made sure to provide various
ideas when possible, so that we could consider more options to ultimately have the best outcome. For
example, I had originally suggested we do a form of awareness raising for aplastic anemia as our
Social Change project, and although this was not our final decision, it gave us another option. I also
made sure to look at both sides of every disagreement we had by obviously understanding my own
point of view, while also asking and considering that of the rest of the group. A time when this was
useful was when we decided to create a video for our presentation. Maddi created a video showing our
group development, but I thought that something more powerful that touched on the realities of sexual
assault might be more appropriate. With this, I created a video with more information and impact that I
believed better summarized our topic, but we ultimately decided to show the video about group
dynamic. Finally, I attended the walk and our various meetings with a positive attitude in hopes to
create and maintain a positive group dynamic. I think that my positivity did in fact contribute to the fun
we had at the walk, as well as the productivity and close relationships experienced in our various
meetings. (See evidence #137 Social Change project)
Challenge and Support theory by Sanford,
and its relationship to organizations

using the theory of Challenge and Support
(Sanford)
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)
planning and conducting interviews (as the
interviewer)
144. Student will show knowledge of preparing
for and effective answers in interviews (as
the interviewee)
preparing for and being interviewed
collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)
working in collaboratives/coalitions
techniques to communicate and engage in
difficult dialogues related to diversity and
inclusion.
149. Student will demonstrate proficiency in
communicating and engaging in difficult
dialogues related to diversity and inclusion.
150. Student will describe ways to maintain
accountability in leadership / member
relationships
related to maintaining accountability as a
leader
152. Student will describe ways to build
relationships between leaders and
members
building relationships with members as a
leader
154. Student will describe how credibility applies
to leadership, as well as the characteristics
and skills of a credible leader
building, maintaining, and repairing his/her
own credibility as a leader
156. Student will describe ethical standards in
influence
157. Student will describe influence applies to
leadership
158. Student will describe principles of effective
mentoring, as well as problems particular
to the mentoring relationship
mentoring and being mentored
160. Student will describe principles of effective
peer leadership, as well as problems
particular to peer leadership
related to being a peer leader and being
led by peers

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LEADERSHIP

Name: Tori Seiden

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

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 7

Outcome Category: Leadership Theories

Leadership Inventory Revised 08/22/2017 11

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 14

Leadership Inventory Revised 08/22/2017 15

Leadership Inventory Revised 08/22/2017 16

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 17

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 21

Leadership Inventory Revised 08/22/2017 23

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