Inventory-2017 1 4
Inventory-2017 1 4
Inventory-2017 1 4
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
OUTCOMES
● Outcomes (Self-Leadership, Interpersonal and Organizational, Leadership Theories, Inclusive
Leadership, Critical Thinking)
● Targeted Classes
● Experiences
● Evidence
GENERAL INFORMATION
● Regardless of your major, you can minor in Leadership Studies.
● Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
● Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
● No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
● Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
● Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes
Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors
Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First‐Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport ‐ Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi‐Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership
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Leadership Inventory Revised 08/22/2017 5
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 Develop and maintain family,
Values PROGRESS
interpersonal, and intimate relationships
P Needs Academic, social, personal goals and
Styles objectives
R
Learning
O Teaching
G P
Personality
R Membership R
E Leadership O
S G
S RE-EVALUATE R
E
former stages
Develop and S
as you progress S
Refine
Skills
3. Broaden Your Perspectives…
Leadership theory and
practice Understand others
Communication
Group Development Hierarchy of needs
Inclusion PROGRESS Racial, cultural, gender, sexual orientation,
Citizen Activist Skills religious, class, ability, etc. diversity and
Critical Thinking commonalities
Teaching and Programming Power, privilege, oppression, liberation;
individual and institutional discrimination
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
19 Student will show knowledge of the
“Authority and Bureaucracy” theory of
. leadership Weber
20 Student will describe personal application
of the above theory (Weber)
.
Leadership Inventory Revised 08/22/2017 10
21 Student will show knowledge of the
“Scientific Management” theory of
. leadership by Taylor
22 Student will describe personal application
of the above theory (Taylor)
.
23 Student will show knowledge of the
“Management by Objectives” theory of
. leadership by Drucker
24 Student will describe personal application
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
. MacGregor
26 Student will describe personal application
of the above theory (MacGregor)
.
27 Student will show knowledge of the HDF 190 In class on Thursday February 21st, Robert Vincent gave a presentation on what Servant Leadership is
“Servant Leadership” theory of leadership and who the important figures are in the creation of the ideology. Servant Leadership is the idea that
. by Greenleaf people are servants first. This can be seen as a person willing to carry out a task for free that will
benefit another person. Servants carry out services that are helpful to others and benefit society as a
whole. Leaders are people who guide others and inspire people behind a common goal. They are only
entrusted with the power granted by those who they serve making them a servant leader. I learned that
being a servant leader helps grow both the community and the individual. I practiced servant
leadership through my characteristic trait of inclusivity and kindness which I use everyday in group
work and interactions with my fellow students. Ensuring that everyone’s voice is heard equally is very
important. It is a rather small roll, but I fulfill the need to serve by doing my best to make sure all
opinions are heard. I will teach my leadership class about servant leadership on 2/28/19 where I will
deliver a short speech that will demonstrate my knowledge of this subject.There are ten aspects of this
model which it is believed are critical for a leader to possess. They are listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth of people,
and lastly community building. Through being proficient in all these categories someone can embody
being a servant leader.
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.
28 Student will describe personal application
of the above theory (Greenleaf)
.
29 Student will show knowledge of the
“Principle Centered Leadership” theory
. by Covey
30 Student will describe personal application
of the above theory (Covey)
.
31 Student will show knowledge of the “14
Points / TQM” theory of leadership by
. Deming
32 Student will describe personal application
of the above theory (Deming)
.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
38 Student will describe personal application HDF 190 As an assignment for our FLITE class we were asked to fill out a four V’s sheet. The four V’s shirt was
of the above theory (Grace) based directly of the presentation on Grace’s 4 Vs Model. The activity was a sheet of paper that asked
. us to write our own values, visions, voice and virtue. Underneath Values, I wrote my top five VIA
character values: kindness, fairness, forgiveness, curiosity, judgement. Underneath Vision I wrote to
advance technology and better humanity’s conscious. This is the vision I hope to apply in my job as an
engineer in the future. For voice I said that all people should be heard equally and speak truthfully
because I believe people should be honest and treated equally. For the last V in the activity I wrote
wisdom under virtue because I believe it is extremely important in my life.
39 Student will show knowledge of the
“Situational Leadership” theory by Hersey
. & Blanchard
40 Student will describe personal application
of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the HDF 190 In our HDF 190 class, we were taught about a new leadership aspect: relational leadership. Relational
“Relational Leadership” model by Leadership is when people come together for the common good to help tackle a shared goal. This
. Komives, McMahon & Lucas philosophy is founded on five primary leadership components. Inclusivity is the first one. It is the need
to understand that individuals are different and this can be used as a strength that when brought into
the group can contribute towards the main goal. Believing that everyone should be included in any
activity through active means and making an effort to ensure that all people of a diverse viewpoint are
included and listened to. One other component is empowering. The ability to bring out the best in
others and to believe in improving another’s strengths. It helps to bring out the best in people through
positive reinforcement and boosting others self esteem. Being purposeful is a big part of relational
leadership. It works to help you create a common or shared goal with another or to focus hard and
accomplish a task. Through maintaining a positive and creative mindset accomplishing tasks can be
purposeful and simple. Another important characteristic is being ethical. Believing in one’s own set of
values is what makes someone a good leader. Standing by them and making sure that they are
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring Leadership for College Students What Want
to Make A Difference. San Francisco: Jossey-Bass. (68-72).
42 Student will describe personal application
of the above theory (Komives et al)
.
43 Student will show knowledge of the HDF 190 learned in HDF 190, constructivism is the theory based on how people learn. It focuses on how the
concept of constructivism individual will learn through gaining new knowledge and reflecting upon past knowledge in the context
. of the new information that has been granted. This way of learning shows how past behaviors can
affect future ones and how certain values and traits become more dominant than others as new
information arrives. Constructivism focuses on becoming expert learners and become great at
reflection on one's’ thoughts. The learning style is taught in a very different manner than that of
traditional classrooms. The learning style is much more interactive and fluid than the rigid and
repetitive learning style of most traditional classes. Testing to see if a student is learning properly is
administered through checking the students’ observations, works and points of views along with tests.
This testing style varies greatly from that of the classroom where correct answers are much more
important and opinion along with unique perspectives are less valued. Overall constructivism is a new
way to learn which is more interactive and beneficial in my opinion.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
.
46 Student will describe personal application
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF 190 In HDF 190 one day, a speaker came in to talk about what Social Change meant. Social change is
“Social Change Model of Leadership caused by a collaboration between all members of the group. It addresses the root causes of the
. Development” by Astin et al problem and seeks to fix it. Social change contains into three important groups and seven C’s.
Values must align in order for change to occur, the individual, group and community values
need are a big part of that. There are also seven C’s which are: consciousness, of self
congruence, commitment, collaboration, common purpose, controversy with civility,
citizenship. Each part adds up to describe the whole. Starting with consciousness, which
means being aware of one’s personal belief, and being mindful. Self congruence is an
important part of individual values. Talking about making change and actually acting to make
it is a huge part of ensuring a plan worked. Commitment to following through on a plan and
giving a passion towards the goal is another component of the model. Every group has to
Leadership Inventory Revised 08/22/2017 13
come together and collaborate to create a strong enough environment to finish their tasks,
this is why collaboration is another key piece of social change. A common purpose is often
seen in all groups trying to accomplish goals and this is why it appears as one of the C’s in
the model. The understanding that disputes are part of a group working together and
allowing for thoughtful conversations to come out of these disputes is important. The last C
is citizenship, because people have to feel a sense of belonging to the group. These
components all form together the model of social change. When using all of the proper steps
to execute social change it is always important to make an actual change in the community.
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69 Student will demonstrate how cultural
anthropology / paradigms relate to
. leadership
70 Student will describe personal example
of using cultural anthropology /
. paradigms as a leader
71 Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
. theory and its uses in leadership
72 Students will demonstrate personal
application of the “Cycles of
. Socialization” (Harro)
73 Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
. and its uses in leadership
74 Student will demonstrate personal
application of the “Cycles of Liberation”
. (Harro)
75 Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
. and its relationship to leadership
76 Student will demonstrate personal
application of the “Configuration of
. Power” (Franklin)
77 Student will demonstrate knowledge of
racial identity development (Cross &
. Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78 Student will demonstrate personal
application of model(s) of racial identity
. development above
79 Student will demonstrate knowledge of
models related to gender / identity /
. gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80 Student will demonstrate personal
application of model(s) of gender identity
. above
81 Student will demonstrate knowledge of
additional social identity development
. model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of
active listening techniques
.
110 Student will describe examples of using
active listening skills
.
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving
and accepting feedback.
.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
of a Crucial Conversation and steps to
. maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of
facilitation techniques
.
120 Student will demonstrate proficiency of
facilitation techniques
.