Leadership Development Outcomes & Evidence Progress Inventory

LEADERSHIP
DEVELOPMENT
Outcomes & Evidence
Progress Inventory*
MINOR IN LEADERSHIP STUDIES
Center for Student Leadership Development
Memorial Union
University of Rhode Island
Name: Heather Pangburn

Date Enrolled: Fall 2019
Date of Graduation: Spring 2023
*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: Introduction to Leadership Issues (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 Center for Career and Experiential Education
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: Introduction to Leadership Issues (FLITE) (introductory PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking 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: Advanced Facilitation and Consulting Skills THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: 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 objectives
R 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, HDF190 Making sure I was able to A few weeks into first semester, I joined Alpha Xi Delta and ever since then it has
organizational, and academic examples of balance my social life and my been one of the best moments I have had at URI. I knew that joining a sorority
self-discipline grades once I joined a would change my entire schedule that I have been going by since classes started.
sorority. With night events, new member meetings, socials on the weekends, and mandatory
chapter meetings every Sunday I knew I needed to work on my time management
skills. I have always been a very organized person, and this helped me to write
everything down on my desk calendar whether that be a basketball game, sorority
event, assignment due dates and other little things. I knew that I was going to be
much busier and my parents warned me that if I did not keep my grades up, I would
have to drop the sorority. I worked super hard first semester because I had a lot
riding on my grades so I made sure to set aside enough time every day to finish all
assignments and to spend time studying for any upcoming tests or quizzes. Being
on my own is very different than having your parents tell you what to do all the
time at home. I knew that I had to prove myself and after working super hard first
semester I made the Dean’s List for the fall semester and my parents were so proud
of me. It was worth staying organized and really working on my time management
skills because I was able to balance school and the sorority and it payed off in the
end.
3. Student will demonstrate the ability to HDF190 Got in a fight with my First semester started off great. I got along so well with my roommate and
manage emotions roommate and had to keep suitemates and I did not know how anything could go wrong. A few weeks later,
my emotions in check. my roommate started to become more distant and never left the room or went
anywhere with my suitemates and me. I was so confused because she acted like we
were excluding her when I was inviting her everywhere, we went but she just would
not come. I struggled for a few weeks because my living situation was super
awkward. Later, she started staying home every night because she lived 20 minutes
from campus. This started to really effect my emotions because I was so far away
from home and all my roommates lived in RI, so it was hard for me when
sometimes I was the only one in our suite. Not having a roommate that lived in the
room was super weird because I never knew if she was staying or going. My
suitemate and I later went to our RA and wanted to move into the same room
together because both of our roommates went home often and we thought it would
be easier to just live in the same room and put the two of them in the same room
since they barely stayed the night on campus. My roommate got furious at this idea
and told the RA she did not want to speak to me and wrote out in our roommate
contract that I wasn’t allowed to cross her side of the room and I wasn’t even
allowed to speak to her. I thought this was ridiculous and got super upset because
she was blowing this way out of proportion. The next day I left the vacuum on her
side of the room because she refused to clean all of her hair out of the bottom and
when she came back from class she picked up the vacuum and threw it at my head
while my back was turned to her. I was in total shock and put the vacuum back on
her side and pushed her back as she threw it at me again. She then ran out of the
room and called the police on me and told them I assaulted her. Next thing I know
the police are in my room at 9:30 in the morning and I have to fill out a police
report because she accused me of assault when she was the one that threw a vacuum
at me twice! It was so hard for me to control my emotions in this situation, I was
furious, shocked, upset, and I honestly did not even know what to say because so
many emotions were rolling through me. I knew I had to stay calm so I could
explain my story to the police and later that day she was forced to move out by the
police and it is now on school record that she was the one that assaulted me as I was
using self-defense. This was the craziest day of my life and one of the most
overwhelming. I knew that I needed to compose myself and manage my emotions
and it worked out in my favor that day.
4. Student will demonstrate knowledge of HDF190 Taking care of myself by I never used to get stressed out easily, but once finals started approaching and more
stress management methods working out, washing my and more assignments kept piling on top of each other, I knew that the first step was
face, and eating healthy. to take care of myself. My stress management methods are making sure I get
enough exercise each day, eating healthy, washing my face, and staying positive.
What helps me the most is taking classes at the gym, my friends and I would sign
up to do yoga, a strength class, or even cycling and its crazy how much better I felt
after exercising for 30-45 minutes each day. This was my time to really let
everything in my mind go and to just enjoy the moment without technology or
social media. I think this is key for everyone to stay unplugged from your devices
for at least an hour a day. Next thing I do is try to eat healthy. It’s hard to eat
healthy in the dining halls, but I would make sure to have some sort of fruits in the
morning and vegetables with lunch and dinner. I always feel better when I eat the
whole food pyramid each day. With finals coming up, I knew I had to eat enough
fruits and vegetables to give me the energy I needed to focus on studying and
finishing up projects. Next before bed I make sure to shower and wash off all my
makeup and then clean my face. I notice a huge difference when I sleep in my
makeup and I wake up feeling gross and dirty. If I wash my face before I go to bed,
I wake up feeling refreshed and the hot water from the shower really calms me
down before bed. Lastly, I make sure to stay positive. Having a negative energy can
really affect your entire day so I try to avoid all the negative thoughts and keep my
head up. Hanging out with friends every day allows me to stay positive because I
know that they can always put a smile on my face.
5. Student will demonstrate the ability to HDF190 Making sure I was taking care Once finals week approached, suddenly, my stress levels were through the roof. I
manage stress of myself during finals week. had 5 exams and what felt like no time to study for all of them. I am a very
organized person, so I made sure to make a schedule for enough time to study for
each exam on certain days. I started off going to the library with friends and we
would sit on the second floor like we always have and I felt like I was becoming
more stressed out trying to study with friends and I just needed to focus without any

noise. I went up to the third floor which is the completely silent floor and found a
little desk with a view over a little pond and every once in a while, I would stop
studying and just look outside for a few minutes. This really helped me decrease the
stress I was feeling and the peace and quiet was key for studying. I then continued
to study on the third floor for the rest of finals week and I was so surprised at how
much I was able to get done by myself. Now whenever I’m stressed with work, a
project, or a test or quiz I go to the third floor, find a solo desk and every once and a
while look out the window to take a deep breath.
6. Student will express a personal code of
leadership / membership ethics
7. Student will demonstrate practice of the
personal code of ethics
8. Student will express a personal values HDF190 Learning about my values and My five values are: teamwork, spirituality, gratitude, leadership, and kindness. I
statement (Sources = VIA, values how to apply them in my life believe that all my values fit me well, especially as a leader. I love working in
clarification exercises, etc.) through HDF190. groups and coming up with new strategies and learning styles in a group of people.
I have always been religious throughout my life and I can see how spirituality ties
into my values. Gratitude is one of my favorite values because I am always thankful
for anyone that helps me, and I show them my appreciation. For leadership, I have
always been heavily involved throughout high school and held many leadership
positions. I love being involved and participating in things that will help better the
community and further change. I have used my skills and have applied them here at
URI in taking upon a position in my sorority. Lastly, kindness has always been one
of my most important values throughout my life. I was raised to always treat people
fairly, have an open mind and to respect anyone and everyone I may encounter.
Learning about my values has allowed me to dive deeper into the true meaning of
leadership and has helped me express my own leadership styles. My personal
values statement is to learn how to incorporate all these values into my everyday
life and how to grow as a leader.
9. Student will demonstrate practice of the HDF190 I was able to practice the In HDF190, I discovered that my five values are teamwork, spirituality, gratitude,
personal values statement personal values statement in leadership, and kindness. I already went in depth about my values, but I recently
my sorority when I ran for a was able to apply them when running for a position on the honor board for my
position. sorority. Being on honor board is a very serious position where if anyone gets in
trouble, they report to the honor board to determine what will happen next. I had to
present in front of my chapter why I thought I would be good for a position on the
honor board and I used my five values to inform my chapter that I am fit to hold a
position. Being on the honor board means having a lot of responsibility and you
also work as a team to determine what is going to happen to whoever gets sent to
honor board. I have already demonstrated a lot of leadership skills within my
chapter which allowed them to be confident in appointing me for the position.
Lastly, I treat every member of my chapter with kindness and respect. I was always
taught to treat people the way I want to be treated and I think this really pays off in
the long run. I was appointed a position on the honor board, and I am honored that I
have earned the trust from the girls in my chapter.
10. Student will demonstrate the ability to COM100 I was able to lead my group In COM100 we do a ton of speeches throughout the semester, for our final project,
lead a project from start to finish (follow- project and we worked hard we were assigned into groups of 4 and got to choose a topic that we would then
through) to earn an A. present to the class for exactly 25 minutes. This project was very hard because not
only did our project have to be exactly 25 minutes, but we would lose points for any
time over or under this time mark. The project had to be in the form of a Petch
Kutcha which is a video presentation that changes slides every minute. We needed
to have 20 slides and then do some form of a class teach in for the last 5 minutes of
the presentation. I made sure to make a group chat with my group that way we
could all meet up in the library a few days a week to make sure our project was
perfectly timed out so we would not lose points. First, we evenly split up the slides
amongst the 4 of us which meant 5 slides per person. We then timed ourselves
saying each slide that way we were under the 20-minute mark for the Petch Kucha.
Once we had all our slides done, we ran through the entire Petch Kucha a few times
to make sure our timing was just right. I then suggested we create a Kahoot to recap
our presentation which would count as our teach in and conclude our presentation
right at the 25-minute mark. We created the Kahoot and only added 10 questions to
make sure it would not take too long. When presentation day finally arrived, we felt
very prepared and our presentation went smoothly, and we landed on the 25-minute
mark exactly. Our professor was very impressed and gave us a 100 on our final
project. Executing this project made me feel good because it took a lot of time and
effort, but at the end of it all it was so worth the grade we received.
11. Student will describe goals and objective BUS111 I set goals for myself that I My goals for the semester was to earn an A or a B in all my classes that counted
statements regarding personal issues, BUS210 wanted to make sure I met by towards my gpa in order to get into the College of Business after fall semester my
career issues, and community issues the end of the course for all sophomore year. I started off in BUS111 first semester after placing in applied
classes that counted towards calculus. Most of my friends got placed in pre-calculus so I knew this was going to
my GPA for the COB. be a challenge because I did not know many people that started out in BUS111 like
me. I walked in on the first day and most of my class was sophomores and juniors
with only a few freshmen. It was a lot more difficult than I thought it was going to
be and I knew I needed to spend a lot of time studying and going to office hours in
order to finish this class with a good grade. This semester I am now taking BUS210
which is managerial statistics. I knew I had to focus during this class because this
was another course that would count towards my COB gpa. I will continue to set
goals for myself next semester so I will be able to get into the COB. My overall
goal is to get all A’s and B’s throughout the next 3 years.
12. Student will show evidence of goals and BUS111 I was able to earn a B in In BUS111, I got a 71 on the first test which really bummed me out because I
objectives that were planned and BUS210 BUS111 and I will hopefully studied for a long time, but I worked harder and ended up getting all 90s or 100s on
achieved finish with an A in BUS210. all future quizzes. I struggled with the exams in this class, but my quiz and project
grades brought up my grade. I ended this course with a B which kind of upset me
because I really wanted an A. I did not know what to expect coming into this class
at the beginning of the semester, but I tried my hardest and that is what matters
most. This semester I am taking BUS210 and I have worked so hard this semester
and right now I have a 98 which will hopefully have me end with an A in the
course. It was worth setting goals for myself because it pushed me to work harder
and to care about my grades. Not everyone has a great mentality when it comes to

work and grades, but I make sure to surround myself with people that have a
common purpose and it makes getting work done a lot easier and allows me to push
myself and strive to earn good grades.
13. Student will show knowledge of the HDF190 Breakdown of Maslow’s The “Hierarchy of Needs” theory by Maslow is characterized into 5 different
“Hierarchy of Needs” theory by Maslow Hierarchy of Needs categories. These include self-actualization, esteem, love and belonging, safety
needs, and physiological needs. The Hierarchy of Needs refers to the physical needs
of human beings. Self-actualization is the highest level of psychological
development which indicates personal growth and working to the best of your
ability to become the best person you can be. Esteem needs are the basis of human
desire which means working towards goals for your self-esteem and self-
confidence. Love and belonging needs are all about feeling accepted, feeling like
you have a purpose in this world, and most importantly the love you share between
others. Safety needs are the constant need to feel protected and secured. Some
examples of safety needs include shelter, health care, and job security. Lastly are
the physiological needs which have been broken down into three main fundamental
physiological needs: autonomy, competence, and relatedness. These three needs are
essential in a person’s health development and are essential basic human needs.
Source: Mcleod, Saul. “Maslow's Hierarchy of Needs.” Simply Psychology, Simply

Psychology, 20 Mar. 2020, www.simplypsychology.org/maslow.html.
14. Student will show application of Maslow’s HDF190 Applying Maslow’s theory of After getting a further understanding of Maslow’s Hierarchy of Needs, I was able to
theory to own life needs to my everyday routine. apply what I have learned to my everyday routine. Self-actualization are the basic
human needs which mean. When I start my morning, my psychological needs tell
me to get up, go to the bathroom, and put my contacts in. Next, are the safety needs
and I apply these by looking out my window and just taking in what is going on
outside and being aware of my surroundings. Love and belonging needs come next
which I am reminded of every day. I make sure to tell my friends and family that I
love them and when they say it back, I feel loved and like I belong. My esteem
needs are next, these are the hardest needs to fulfill for me because with finals
approaching, I feel stress building upon me. I make sure to write down all my
assignments for the day and to set my phone aside so I can accomplish my tasks for
the day. Lastly, self-actualization is when I reflect on my day and see all that I have
accomplished. This is the most rewarding step because I can feel proud of my self
for staying focused and motivated throughout my day and can finally take a deep
breath and relax.
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 HDF190 Leadership Retreat, One on My top five strengths are: communication, woo, positivity, responsibility, and
Signature Themes, shadow side of one meeting with Strengths consistency. I believe all these strengths define me as a leader and there are not any
Strengths and/or weaknesses, and
examples of application (Source = Gallup) counselor for Alpha Xi Delta. I disagree with. I had already taken the Strengths assessment prior to HDF190 and
met with the leadership coach of my sorority, Alpha Xi Delta. She talked me
through all my strengths, defined what they mean, and how I can apply them to my
own leadership styles. Communication is my top strength because I feel that I work
very well with people and I am never afraid to work in a group or ask someone for
help. I believe that it is very important to be able to ask for advice even as a leader.
Woo is my most unique strength because I truly love meeting new people and I will
not hesitate to reach out to someone and help make them feel included. I personally
identify with positivity the most because for me personally, I always do the best
work when I have a positive attitude therefore, I feel that I am good at encouraging
others and bringing a positive vibe to the environment. Responsibility defines me
because I am a very organized person and make sure to complete all my tasks and
assignments on time and I make sure to uphold any promises that I may have made.
Lastly, consistency ties in well with positivity because I make sure to treat people
fairly because I know that that is how I want to be treated in any environment. I was
also able to discover a lot about myself and my strengths at the retreat. This helped
me open about my leadership styles and allowed me to use my strengths to learn
from others.
Source: Gallup, Inc. “CliftonStrengths.” Gallup.com, Gallup, 4 Mar. 2020,

www.gallup.com/cliftonstrengths/en/252137/home.aspx?
18. Student will describe personal leadership HDF190 Leadership Institute In HDF190, I have obtained a lot of information especially regarding my strengths
style and/or personality style including and weaknesses. At Institute over the summer, I used many of my strengths in
strengths and weaknesses and examples action while participating in group work and during the challenge course. My
of application (Sources = Leadership style
number one strength is communication and I applied this all throughout the
inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career weekend, but especially during the activities such as guiding your partner while
inventories, etc.) being blindfolded, the chicken and the sheet exercise, and especially coming up
with solutions on the challenge course. I have always been comfortable with public
speaking and this has really helped me to dive right into group work.
Communication was key at Institute and I was able to apply this strength many
times. Another one of my strengths that I used a lot was positivity. It is always so
important to encourage all your team members and on the challenge course this was
super important. When we got frustrated and could not come to a decision on how
to execute an obstacle, we took a moment to rethink it and kept encouraging new
ideas. My weakness as a leader is being the first one to speak up. I usually wait for
someone to take the reigns first before voicing my opinion on something. Institute
taught me that when working in a group, everyone’s opinions are important and that
I would not be judged for stating what I believe in. I definitely learned a lot at
Institute, and I am thankful that I was able to learn more about my strengths in
HDF190 that I will apply to my future leadership opportunities.

Outcome Category: Leadership Theories
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)
“Scientific Management” theory of
leadership by Taylor
of the above theory (Taylor)
“Management by Objectives” theory of
leadership by Drucker
of the above theory (Drucker)
25. Student will show knowledge of “Theory
X and Theory Y” theory of leadership by
MacGregor
of the above theory (MacGregor)
27. Student will show knowledge of the HDF190 Reviewing Servant Servant Leadership is the ability to put others first and to have a natural tendency to
“Servant Leadership” theory of leadership Leadership PowerPoint by serve. Servant Leadership was created by Robert Greenleaf to stress the importance
by Greenleaf Greenleaf and understanding of leading people based on your initial will to serve rather than feeling that you are
the concepts. entitled to serve. There are 10 characteristics of Servant Leadership and I will go in
depth about each one and how they help create a well-rounded servant leader. The
first characteristic is Listening, this is a very important characteristic because I
believe it is the basis or structure to any good leader. With listening, you have you
focus and be aware of what is being said within the group and building upon that to
create something and further the growth within the group. Next is empathy, within
any group everyone should feel safe and comfortable in voicing their opinions and
this can be accomplished by establishing a safe environment for everyone in the
group. Healing is the third characteristic which is important regarding helping
others with whatever they may need to feel whole again. Awareness is important as
it is essential for understanding issues if they might come up and how to overcome
them. Persuasion is more for the leader of the group when they are coming to a
common agreement and must add some persuasion into the occasion.
Conceptualization is all about stretching your ordinary thinking to create broader-
based conceptual thinking. Foresight is incorporating what you have learned from
the past, present, envisioning the future to envision the outcome. Stewardship is
incorporating openness and persuasion to put serving others above anything else on
your list. Commitment to the growth of people is the servant leaders’ initial goal of
every group member’s individual growth. Lastly, building community indicates that
the servant leader can identify some means for creating and building community
within the people that share a community.
Source: Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of

Legitimate Power & Greatness. Paulist Press, Mawah, NJ.
28. Student will describe personal application HDF190 Donating food and clothes to I have had a personal application of the Servant Leadership theory of leadership by
of the above theory (Greenleaf) local high school and those Greenleaf. Not being on campus anymore has caused a lot of hardships on families
that are less fortunate. and I tried to see what I could do to ease some of the stress in people’s lives. My
brother and I went to the grocery store and bought multiple items that we packaged
up and brought to our high school. Our high school was participating in a food drive
program where people could donate food and other items and they would be evenly
distributed to families in need. I thought this was a great cause because it was
giving back directly to my peers and my family at Columbia High School. During
these hard times it is so important to put others first and to do all that you can for
those in need. I also went through my closet and found things that no longer fit and
things I did not need to donate them to less fortunate kids. I am so fortunate and
thankful for all that my family does for me and all that they are able to provide for
my brother and I so I wanted to do something to give back to other kids in my
community.
“Principle Centered Leadership” theory by
Covey
of the above theory (Covey)
31. Student will show knowledge of the “14
Points / TQM” theory of leadership by
Deming
of the above theory (Deming)
“Visionary Leadership” (now often cited
as “Transformational Leadership”) theory
by Sashkin
of the above theory (Sashkin)
“Individuals in Organizations” leadership
theory by Argyris
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the “4 V’s” theory of leadership by Grace
(Center for Ethical Leadership)
of the above theory (Grace)
“Situational Leadership” theory by Hersey
& Blanchard

of the above theory (Hersey & Blanchard)
41. Student will show knowledge of the HDF190 Relational Leadership Relational Leadership can mean a lot of different things to many people. To me,
“Relational Leadership” model by workshop in class to help get relational leadership is bringing people together and making them feel welcome,
Komives, McMahon & Lucas
a better understanding of making sure they are treated equal, and allowing everyone to have their own voice.
what it is and how to apply it. The three main points that make up the relational leadership model are knowing,
being, and doing. Knowing is the first step and this indicates that you are
understanding not only yourself, but those around you and being open to new ideas
and different perspectives. Being is how you view yourself and how others also
view you. Lastly, doing is how you are contributing to the group and whether that is
effective. There are also 5 other components of the relational leadership model
which include: inclusive, empowering, purposeful, ethical, and process oriented.
Inclusive means creating a safe and comfortable environment for people to be able
to speak their minds and speak their truths without feeling judged. Empowering is
your actions that help benefit the safe environment and encourage people to do
great things and recognizing when they have accomplished something or
contributed to the group. Purposeful is the reason why people have joined the group
and their reasoning of what they wish to accomplish through the group. Ethical is
your ability to do good and want to do good things within the group to reach a
common goal. Lastly, process-oriented is effectively working together to accomplish
a common goal. I believe that learning about the relational leadership model was
very effective in helping me gain a better understanding of how to apply some of
these main points into my leadership styles.
Source: 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 Introducing my new Starting out second semester, I got a new suitemate who had just transferred to URI.
of the above theory (Komives et al) suitemate to my friends and She did not know anyone, and I knew that she was feeling overwhelmed and
helping her make her stressed out about the upcoming semester at a new school. With my understanding
schedule and get settled at of relational leadership, I was able to apply this theory and I called a bunch of my
URI. friends to come over and we all hung out the first night she got there and I
introduced her to my friends to help ease her into her first semester at URI. She
came in as an undecided student and had no clue what classes to take. My
roommate and I went over a bunch of gen eds and other classes that we had already
taken first semester to see if she was interested in taking any. The next day we
showed her around campus and brought her to the dining hall with us and helped
answer any questions that she had about URI. I could not imagine transferring to a
new school second semester without knowing anyone, so we tried the best we could
to help make her new school feel like home.
concept of constructivism
44. Students will describe personal examples
of implementing constructivism
45. Student will demonstrate knowledge of
the Experiential Learning Model (Kolb)
of the Experiential Learning Model (Kolb)
47. Student will show knowledge of the HDF190 I was able to understand the I was introduced to the Social Change Model of Leadership Development in
“Social Change Model of Leadership Social Change Model of HDF190. This model is centered around 3 major values which are individual,
Development” by Astin et al Leadership Development by group, and society/community values. The seven C’s for social change make up
Astin et al what is within the three values and these include: Consciousness of self,
Congruence, Commitment, Collaboration, Common Purpose, Controversy with
Civility, and Citizenship. In the Group values category, Collaboration, Common
Purpose and Controversy with Civility are the three characteristics that make up
group values. Collaboration is a very important characteristic because it is all about
working with others and discussing what everyone is going to do in order to
accomplish something. Common Purpose is being on the same page with your
entire group and making sure you all have a common purpose within the group.
Lastly, Controversy with Civility means being able to recognize that everyone is
different and will work differently within the group. This is super important in
being able to accept that everyone is different and adjusting the way the group
works in order to fit everyone’s learning styles. The second value is individual
values which consists of Consciousness of self, Congruence and Commitment.
Consciousness of self means that you can recognize people’s values, beliefs and
different emotions that allow them to take action and lead. Second is Congruence
which indicates what a person is thinking, feeling, and how they are acting and
relating that to how they work. Lastly for individual values is Commitment. This is
putting all of your dedication and effort into whatever you are working on and
sticking with that. It is doing your best and never giving up on what you believe in.
For the last value, Society/Community values the characteristic that corresponds to
this value is Citizenship. This is one of the most important characteristics of the
social change model because it is how your group comes together to lead your
community and how you are going to work together to create change and better the
community. The Social Change Model of Leadership Development has taught me
that there are many elements that go into creating social change, and if you
incorporate all of the values and characteristics that are within these values, you can
truly create remarkable change.
Source: Higher Education Research Institute. (1996). A social change model of

leadership development (Version III). Los Angeles: University of California Los
Angeles Higher Education Research Institute.
48. Student will describe personal application HDF190 I was able to experience In HDF190, we were assigned a group project about the social change model. For
of the above theory (Astin et al) details of the social change our social change proposal, we chose the strategy which states: Continue to increase
model through some service I the recruitment of undergraduate students from marginalized groups across
did at home. disciplines. The action that we chose to go along with this strategy was: Coordinate
social media, websites, and direct marketing with the office of Undergraduate
Admission to reach undergraduate students from marginalized groups. (people
denied involvement in mainstream activities i.e.. groups like African Americans).
We thought that this was super important because every year thousands of students
are selected to contribute to the next future class at URI. Our first step in
completing this project was a group facetime that allowed us to really talk out the
project and see what we needed to focus on the most. We decided the best way to
go about the project was to split up the what, why, and how sections and evenly
distribute the work amongst the 7 of us. Collaboration, Common Purpose and
Controversy with Civility are the three characteristics that make up group values
which I believe we all did very well. First is collaboration which we did by having
our group facetime and splitting up the work. Next is common purpose, which
allowed all of us to be on the same page in getting the project done on time and
effectively. Lastly, controversy with civility was the major one that allowed us all
to realize that we all work at a different pace so we decided to make a deadline
which everyone would have to finish their sections by and then we later discussed
how we would execute the project to the entire class. Overall, I think my group did
a great job and once we applied the 3 C’s for group values, the project got done
very quickly.

the “Leadership Identity Development
Model” by Komives et al
50. Students will describe personal
application of the above theory. (Komives
et al)
the Strengths-Development Model by
Hulme et al
of the above theory (Hulme et al)
behavior theories of leadership from
Michigan and Ohio State
of the above theories (Michigan & Ohio
State)
Charismatic leadership
of the above theory
contingency approach to leadership by
Fiedler
of the above theory (Fiedler)
Path-Goal theory by House
of the above theory (House)

Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen
of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)
Leadership Substitutes Theory
of the above theory
Models of leader emergence
66. Student will describe the impact of traits
on leadership emergence and
performance
Chaos approach to leadership by
Wheatley
of the above theory (Wheatley)

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
the “Configuration of Power” (Franklin)
and its relationship to leadership
application of the “Configuration of
Power” (Franklin)
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
application of model(s) of racial identity
development above
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
application of model(s) of gender identity
above
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
McIntosh’s theory of privilege and its
relationship to leadership
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
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
inclusive leadership

Outcome Category: Critical Thinking
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100. Student will show knowledge of
metaphorical analysis to critically analyze
self and leadership situations
metaphorical analysis to critically analyze
self and leadership situations
102. Student will show knowledge of at least five HDF190 Working as a group to come In HDF190, COM100, and PRS100 I have a lot of group projects throughout the
decision making methods COM100 up with a decision-making courses. I came across 5 decision making methods which include: voting, ranking,
PRS100 method that works best. scoring, multiple votes and voting rounds and Iterative convergence. The first
decision making method is voting which entails your group to raise their hands and
to vote based on a majority rule. This can be effective if the vote is anonymous
which would allow people to vote based on their true opinions without feeling
pressure from someone else. Next is ranking which means you would rank the
options available to clearly indicate to what degree the preferences converge.
Scoring is the third decision making method and this means you would potentially
score each choice on many different elements which would make this decision
much more in depth. The scoring method allows you to see a side by side
comparison of other options and be able to clearly chose the best option with the
higher score. The next method is multiple votes and voting rounds which means
that people have multiple votes and at the end of the voting, the options with the
most votes move on to the next round and this method keeps repeating until you
are left with the best option. The last decision-making method is iterative
convergence were group members would make certain suggestions and then other
group members would give anonymous feedback and this method is done in
rounds giving the group members time to update and modify their ideas over time
in order to reach the best solution. Overall, I think these 5 decision making
methods are all very useful when working in groups. I personally have used the
voting method while working on a group project and now that I am aware of the
other four decision making methods, I will try new ones to see if they work better
for me in a group setting.
Source: Lid, Viil. “Five Great Methods for Group Decision Making.” MeetingSift,
28 May 2016, meetingsift.com/5-useful-methods-for-group-decision-making/.

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
active listening techniques
110. Student will describe examples of using
active listening skills
functions of group communication by
Hirokawa
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
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
129. Student will show knowledge of
Parliamentary Procedure
130. Student will show knowledge of techniques
for working with difficult people
using techniques to work effectively with
difficult people
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
membership skills in use
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: Heather Pangburn

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION (students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

MINOR ELECTIVES-9 credits

 Leadership theory and

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 8

Leadership Inventory Revised 08/22/2017 10

Source: Mcleod, Saul. “Maslow's Hierarchy of Needs.” Simply Psychology, Simply

Source: Gallup, Inc. “CliftonStrengths.” Gallup.com, Gallup, 4 Mar. 2020,

Leadership Inventory Revised 08/22/2017 12

Source: Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of

Leadership Inventory Revised 08/22/2017 14

Source: Higher Education Research Institute. (1996). A social change model of

49. Students will demonstrate knowledge of

Leadership Inventory Revised 08/22/2017 17

Leadership Inventory Revised 08/22/2017 18

Leadership Inventory Revised 08/22/2017 20

Leadership Inventory Revised 08/22/2017 21

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 24

Leadership Inventory Revised 08/22/2017 25

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