LEADERSHIP

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

Name:
Date Enrolled:
Date of Graduation:

*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD) at the
University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting Assistant Director of the
CSLD.

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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

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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 deans office no later than the beginning of the final semester or term.
Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any required course.

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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 internship
3 credits or 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

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AAF 300: Civil Rights Movement in the US
BUS 341: Organizational Behavior
BUS 342: Human Resource Management
BUS 441: Leadership & Motivation (capstone option)
BUS 443: Organizational Design & Change
BUS 448: International Dimensions of Business
BUS 449: Entrepreneurship
COM 100: Communication Fundamentals
COM 202: Public Speaking
COM 208: Argumentation and Debate
COM 210: Persuasion: The Rhetoric of Influence
COM 221: Interpersonal Communication
COM 250: Small Group Communication
COM 302: Advanced Public Speaking
COM 308: Advanced Argumentation
COM 322: Gender & Communication
COM 351: Oral Comm. in Business & the Professions
COM 361: Intercultural Communication
COM 383: Rhetorical Theory
COM 385: Communication and Social Influence
COM 402: Leadership and Motivation (capstone option)
COM 407: Political Communication
COM 415: The Ethics of Persuasion
COM 421: Advanced Interpersonal Communication
COM 422: Communication and Conflict
COM 441: Race, Politics and the Media
COM 450: Organizational Communication
COM 461/462: Managing Cultural Differences in Organizations
CSV 302: URI Community Service
GWS 150: Introduction to Womens Studies
GWS 310: Race, Class, Sexuality in Womens Lives
GWS 350: International Womens Issues
HDF 190: First-Year Leaders Inspired to Excellence (FLITE)
(introductory course option)
HDF 290: Modern Leadership Issues (introductory course option)
HDF 291: Rose Butler Browne Program Peer Mentoring Program
HDF 412: Historical, Multi-Ethnic, & Alternative Leadership (capstone
option)
HDF 413: Student Organization Leadership Consulting
HDF 414: Leadership for Activism and Social Change
HDF 415: FLITE Peer Leadership
HDF 416: Leadership in Organizations
HDF 417: Leadership Minor Internship
HDF 437: Law & Families in the U.S.
HDF 450: Introduction to Counseling
HPR 118: Honors Course in Speech Communications
HPR 203: The Prepared Mind
HPR 412: Honors Seminar (capstone option)
MSL 101: Introduction to Military Leadership
MSL 201: Leadership & Military History
MSL 201: Military Skills and History of Warfare
MSL 202: Leadership & Team Building
MSL 301: Leadership & Management
PEX 375: Women in Sport - Contemporary Perspectives
PHL 212: Ethics
PSC 304: Introduction to Public Administration
PSC 369: Legislative Process and Public Policy
PSC 504: Ethics in Public Administration
SOC300/WMS350: Women and Work
THE 221: Stage Management
THE 341: Theater Management
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 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
S RE-EVALUATE R
former stages as E
you progress S
4. Develop and Refine S
Skills

Leadership theory and

practice 3. Broaden Your Perspectives
Communication Understand others
Group Development
Inclusion Hierarchy of needs
Citizen Activist Skills Racial, cultural, gender, sexual orientation,
Critical Thinking PROGRESS religious, class, ability, etc. diversity and
Teaching and Programming commonalities
Power, privilege, oppression, liberation;
individual and institutional discrimination

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OUTCOMES
In this section, you will track your progress toward the outcomes. Each class in the minor targets different outcomes; all of the classes list these
outcomes on the syllabi (the words goals or curriculum areas may be used instead). In many of our classes, the assignments can serve as your
evidence. Periodically, and not less than at the end of each semester, you should update your outcomes progress. In the additional experiences
column, name additional classes or experiences that contributed to you becoming proficient in that outcome. As the semesters pass, you will think of
things from recent semesters and semesters further in the past, or people or jobs, etc. in your past that also influenced your progress on that outcome.
Do not let that ambiguity upset you. Reflecting on development is not a linear process, but it does help to reflect often. In the descriptive notes
column, share insights about your growth, lack of progress, successes, stumbling blocks, etc. At the end of each section, you need to include evidence
that supports your development toward the outcomes. Copies of papers, grading sheets, evaluation lettersanything that shows that someone has
determined that you have demonstrated proficiency (or not, or are making progress). Make sure to keep electronic copies of all of your evidence to
include in your Portfolio.

Outcome Category: Self-Leadership

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

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1. Student will demonstrate autonomy and a Life Never be afraid to start over. It's a chance to rebuild your life the way you wanted all along, is
minimized need for approval something I always heard. This quote is what motivated me to not give up in life, even when
everything seemed like it was not in my favor. As a first generation student college was an option for
me. Whether to go or no my parents would act the same way. Seeing the struggles that my parents
faced here in the United States motivated me to get a degree. I am doing this because I want to be
someone in life, and I want to give my parents a better life. I saw an opportunity to get into college by
a program. The program is call Talent Development. Talent Development assisted me in ways my
parents are unable to. When I was ten years old, my parents decided to come to the United States
from the Dominican Republic to give me and my two siblings a better life. My parents could not
complete college, but they always inspired me to become an example for my community and instilled
in me the importance of going to college.
(See evidence #22)

2. Student will demonstrate personal, Life After finishing High School and starting college i thought it was going to be easy for me as I did great
organizational, and academic examples of throughout my years. No, I was wrong. I realized I was wrong was it was nothing like high school.
self-discipline Throughout my first year in college I did not get involved in clubs or organizations. I knew that my goal
was to transfer out from CCRI after I was done with my first year (freshman year). My goals for
sophomore year is to get involved as possible and use the resources that URI offers me. I knew that it
was not going to be easy for me in assisting to five classes, working for fourteen hours and being
involved. The summer before my sophomore year I took a class here at URI and it was UCS 270
which helped me manage my time. Planners became a huge part of my life. Since I am a visual
person I bought a big planner where I can write down all my commitments for the day and what I
needed to get done. My planner is colored coded so I can know what goes to what since I was in five
organizations, work, school and personal events.
(See evidence #12).

3. Student will demonstrate the ability to Math (CCRI) Retreat/Tutoring Throughout my High School years I have always been an outstanding student in all my math classes.
manage emotions Just in my senior year, I was awarded for one of the best students for having excellent grades in
Topics in Math. Having receive this award I was satisfied and confident in starting college in the fall
of 2016. Beginning my first semester at college I took the most challenging math class there was for a
freshman. I did not paid attention to this because I thought I was going to do great. However, the first
week passed and my first grade came in, and it was a D. Viewing this grade it was upsetting for me
but I thought it was only going to be the first and only bad grade Ill get for this class especially math. I
was wrong, I kept getting grades similar to the first one. I knew that I worked hard in this class so I can
get a bad grade. I then went to my advisor and explained to her what was going on with me. Her
answers did not helped me but feel down even more. At that point I did not know what to do, I was
falling every tests and exams I got back. As a college student this is not acceptable I said to myself, I
was doubting myself and I than accepted my self as a college failure. I started doing bad in my other
classes because I had this concept in my mind that I was a failure. Different emotions became part of
me, one I had to deal with life and than this. Doubts of quitting college became more often in my
thoughts. Suddenly I attended to a conference about Students Dealing with College. With this
conference realized that I was not the only one who was going through this as well. I than spoke to my
parents about it, and they thought I was joking until I showed them my letter grades. After the talk, we
agreed that I would take it next semester and go to to tutoring. The staff that made the conference did
a retreat for students. In the retreat, I was able to learn to control my emotions, and learned that in a
time of stress not to make a decision but to think about it. I also learned that as a students we all are
going to pass through a difficult time, and when that happens to stay positive and have confident in
one self. I will definitely applied all the things I learned in the retreat in the future.
(See evidence #1 & #2).

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4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
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
statement (Sources = VIA, values
clarification exercises, etc.)
9. Student will demonstrate practice of the
personal values statement
Tutoring When I find myself in time of stress with work load from school or things I need to get done, I utilize
my resources in campus. For example, when I was struggling in my math class I went to the academic
coach center where I find a person to help me understand the material clearly and from a student
perspective. Going to tutoring I saw that it was effective. I able to understand the concept and improve
in the areas that I was weak at. When I get stress I tend to listen to music, because it calms me down.
(See evidence #2)
UCS 270/UCS 160 Dealing with Stress Retreat/Life Many of us experience stress in life, whether at work, school, and at home. Coping with stress can be
difficult or easy for certain people. In the retreat I was able to learn that people can get stress, and
how to deal with it. Managing stress can be different for certain people. For instance, for me,
managing stress is listening to music and or breath and pray. To avoid being stress especially in
school, what I do is that I create a sheet of time logs so I can enter the things I have to do an get
done. During the Talent Development program in UCS 270 and UCS 160 I leaned how to prioritize
important things than other things. Some skills Ive learned in TD is time management. I learned how
to manage my time accordingly. I always leave everything for last minute or some times I didn't have
time to complete my tasks on time. Going with this another things I've learned is the to do list. This
has helped me see my daily task for the day, week, or even for the month. This has helped me be
more successful with my managing my time and not stress over with school work.
(See evidence #2).
HDF 290 VIA After taking the VIA I learned that one of my top five values. Honestly when I saw my results, I could
relate to my top five. The top one is appreciation of beauty and excellence, is noticing and
appreciating beauty, excellence, and/or skilled performance in various domains of life. Relating to my
top value of beauty and excellence, and spirituality I always love the beauty of nature and how perfect
is the world in sense of how God has created this world and the beauty of building and nature.
Because of this I have desire to travel around the world and see face to face the things of beauty God
has built. At the end of my teens years I have been fortunate travel around the world. In November of
2017 I was able to travel to Spain, and Italy with the family. In Rome, Italy I was amazed by the old
buildings and the beauty of nature. Seeing this and being in places like this made me realize how
small I am comparing to this world and the things I need to see more.
(See evidence #3 & #4).
HDF 290 VIA/Life Experience In HDF 290 we took VIA test. One of the top one is appreciation of beauty and excellence. I was able
to travel to Spain and Italy this November 2017. In the trip I was able to experience the beauties that
the country and ancestry left over the years. Another of my results gratitude was in there as well. I
was born in the Dominican Republic and coming here was an eye opening to me. I used to live in a
place where children walk on the street naked or with dirty clothes, other living in bad conditions
where half of the roof was missing. Coming here and able to assist to school, having different clothes
for every day was an opportunity for me to see life in a different way. Seeing people argue with
parents because they did not get the iPhone 6s and get the iPhone 5 really irritated me. In life we
need to appreciate what we have and what need because sometimes life can tear us apart what we
want and get upset about it. There is a difference between wanting and needing. Theres people out
there that needs a place to stay and other complaining about wanting a queen bed over a twin bed.
That is why I thanked God for everything he has giving me and the opportunity to stay alive.
(See evidence #4).
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10. Student will demonstrate the ability to
lead a project from start to finish (follow-
through)

11. Student will describe goals and objective

statements regarding personal issues,
career issues, and community issues

12. Student will show evidence of goals and TD/Life During my last semester in high school I was very anxious in receiving my letter of acceptance for
objectives that were planned and URI. I saw how most of my friend received their letter of acceptance and I did not. Few weeks later I
achieved got the letter from URI, and you can imagine what was my reaction when I received it. I opened it
thinking I was an acceptance letter but instead it was a rejected letter from URI. After seeing this, it
made me very emotional because I thought I was not enough for URI. Honestly, I cried a lot but than I
realized that I needed to be strong. Since I did not get accepted into URI through TD in the year of
2016 I knew that I needed to work harder so for next time when the application open up I would give
my best and they will accept me. Throughout my first year of CCRI I set a goal that I give my best
academically to be successful in the application. Dont get me wrong I had some downs but that did
not made me give up yet. Finally when the time arrived I was accepted into the University, and I was
proud of my self because I compete my first year of college with all As, and I knew that I if I didnt
work hard I would never got accepted into TD and I would not be here completing this inventory for my
minor in leadership. During my first semester at Community College of Rhode Island, I was able to
learn a few things. Being a student can be difficult, but being a responsible student is one major key to
succeeding in college. I was able to balance my schoolwork with other responsibilities, such as work
or time with friends and family. I believe this and on top with other things will allow me fit into as a
student at the University of Rhode Island.
(See evidence #13).

13. Student will show knowledge of the

Hierarchy of Needs theory by Maslow

14. Student will show application of Maslows

theory to own life

15. Student will show knowledge of the theory

of Superleadership by Manz & Sims

16. Student will show application of Manz &

Sims theory to own life

17. Student will describe StrengthsQuest

Signature Themes, shadow side of
Strengths and/or weaknesses, and
examples of application (Source = Gallup)

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18. Student will describe personal leadership HDF 290
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus (MBTI),
LAMP, DISC, and other career
inventories, etc.)
Outcome Category: Leadership Theories
Outcome
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)
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)
StrengthQuest In HDF 290 class we took strengths quest. I have never taken a strengths quest so this was my first
time using it. When I first received my top strengths I was shocked by the results. I knew that some
related to me but the other one I didnt know how it related to me so I needed to learn how they fit into
my life. My top strengths are relator, restorative, includer, significance, and individualization. To me,
being a relator is someone who enjoys close relationships with other. they find deep satisfaction in
working in hard with friends to achieve a goal. I see myself connect to the strength because in a group
od friends I am always the one who motivates the other to accomplish the goal they set up to do.
Every time they find themselves in a tough spot, I am the hand they need to be lifted up. In my family I
am the sample to be for the little cousins. I showed that everybody can go to college and that nothing
is impossible if you set your mind to do. The second strengths I got is restorative. This is one of the
strengths that I did not see to relate at first. However, thinking about past situations, I am always the
person in my group of friends that always figures out a solution a problem that one of my friend is
going through or us as a group. Another one is includer, I knew that this was me right when I saw it.
Includer is someone who accepts of others. I always make a room for someone who I see being leftist
of the group or the conversation. I hate seeing someone being left out because he/she cant do
something, dont understand what going on. I like seeing everyone being involved in something and
had a place to fit in. The other one is significance. Being a significance is someone who wants to be
very important in the eyes of others. I have a reputation for being a hard worker. Maybe this explains
why I tell people that they can accomplish more they can think of. I feel like this strengths relates back
to relator. Lastly, is individualization. Individualization is someone who who are intrigued with the
unique qualities of each person. Also I feel like this connects to my other strengths because I always
want the best for everyone and I encourage them to do their best and help them in every way possible
to succeed. In working with a group I include everyone it does not matter how different they are.
(See evidence #25).
Target class Additional Experiences Descriptive notes regarding learning and practice
HDF 290 Class Participation/Self research In class we learned that with this theory workers work the best in environments that are not too
demanding. Federick Taylor started the movement. It has four principles one is replace working by
rule of thumb, or simple habit and common sense, and instead use the scientific method to study
work and determine the most efficient way to perform specific tasks. Rather than simply assign
workers to just any job, match workers to their jobs based on capability and motivation, and train them
to work at maximum efficiency. Monitor worker performance, and provide instructions and supervision
to ensure that they're using the most efficient ways of working. Allocate the work between managers
and workers so that the managers spend their time planning and training, allowing the workers to
perform their tasks efficiently.
(See evidence #23).
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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
Servant Leadership theory of leadership
by Greenleaf
HDF 290 Class Participation/Self research Management by Objectives by theorist Peter Drucker is a five step process meant to initiate employee
growth and development. I this theory, objectives and goals are used interchangeable, but objectives
are meant to include the steps taken toward achievement. Determining the organizations objectives is
basically the mission statement or vision of the company. Translating the organizations objective to
employee. In the second part objectives must be SMART. Specific, Measurable, Acceptable, realistic,
Time bound. Third step is employees determines their own objectives. The fourth step is Monitor
process, focus on the future instead of past. The last step is evaluate progress instead of absolute
achievement and reward positive growth to encourage behaviors in the workplace.(See evidence #11)
HDF 290 Class Participation In HDF 290 class we learned through a student's presentation Theory X and Y of leadership. Theory X
and Y by Douglas McGregor was a professor at MIT and Harvard. He explained Theory X and Y on
management style. Theory X is the average worker that does not like working and will avoid it if they
can. Meaning that a manager who applies theory x is someone who takes control over the staff and
force to lead the employees. The employees are not motivated to do their job right, and would feel
hatred at work. In other hand for Theory Y employees are motivated to do their job. The manager is
very easy to talk to and wants their employees to succeed and would give them the resources they
need to be improve in their areas that are weak.
(See evidence #8).
HDF 290 Work At work I could say that some of my managers are applying theory x and others theory Y. The
managers that are applying theory x thinks that they superior than the workers. They tend to push
people do what they cant do. I know for a fact that people are not dumb just because they are weak in
one spot that does not mean that they cant work or help. I believe that everyone is different and for
that people are better at things when others arent. This manager makes the environment negative. In
other hand manager who applies theory y are more welcoming with he workers, and tend to help them
improve inn the areas where they need help. This environment is more welcoming and more positive.
(See evidence #8).
HDF 290 Class Participation In HDF 290 we learned Servant Leadership through a students presentation. Servant Leadership was
created by Robert K. Greenleaf in 1977. In this theory there are ten characteristics that he believed
that servant leader should own it. These characteristics are listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
building community. H believed that before one becomes a leader, they must have taken the role of
being a servant first .
(See evidence #9).
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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)
LASA/ URI Stand for with Puerto
Rico/ Volunteer
HDF 290 Class Participation
HDF 290 Class Participation
After Hurricane Mara struck Puerto Rico, many of its citizens will join their families here in Rhode
Island. They will migrate to the mainland fleeing a devastated island and many will be students
looking to continue their studies. With this issue happening I wanted to do something for Puerto Rico.
As a member of LASA the e-boards decided to come up with a way to help at least the country with
something. We than created bracelets that says Puerto Rico Se Levanta meaning Puerto Rico will
stand to sell to students here at URI. I also made the decision to be responsible in selling the
bracelets. I went to my church and sold some to the congregation. With the money we collected we
donated to a various family down in Puerto Rico. We collected more than $300. With this I planned
with my sister and friends to create an event for various church from RI to praise God together. Each
church would bring their praise band team and sing two songs. The admission to this event would be
anything to attend to this. The money that we will collect would go to Anastasia foundation that will go
to PR. I know that this was not enough help so I decided to join a partner to come up with a petition.
Its named URI stand with Puerto Rico. The University of Rhode Island already offers expedited in-
state student status to international refugees and those seeking political asylum after just one year.
Puerto Ricans are U.S. citizens precluded from qualifying for refugee status. And their displacement
was suddena lost year to establish residency will irreparably alter their education plans and lives.
Today, over 36,000 Rhode Islanders are Puerto Ricans. Their families, fleeing one of the worst storm
to ever hit this country, deserve immediate in-state status. So by doing this petition is for students
from PR to pay instate tuition instead of out of state tuition.
(See evidence #9 and #10).
In HDF 290 each student picked a leadership theory to give information about the theory through a
visual presentation to the class. The theory that I picked is 14 Points / TQM theory of leadership by
Deming. Demings 14 Points on Quality Management, a core concept on implementing total quality
management, is a set of management practices to help companies increase their quality and
productivity. DR. W. Edwards Deming was an American engineer, statistician, professor, author,
lecturer, and management consultant. Educated as an electrical engineer and later specializing in
mathematical physics. Deming was a professor of statistics at New York University's graduate school
of business administration, and taught at Columbia University's graduate school of business.
(See evidence #5).
At church I am the leader for the kids ministry. I teach them how to become a better person in the
eyes of God, and teach them lessons about the bible. With Demings 14 Points on Quality
Management, I was able to applies point number seven which is adopt and institute leadership
Meaning that I just don't simply supervise but instead I provide support and resources so that each kid
can do his or her best at the activities and performances. Second rule is drive out fear I allow the
kids to perform at their best by ensuring that they're not afraid to express their ideas or concerns. For
the new kids and the kids that can not speak english or Spanish, and also for those who thinks that
they are smart I make them feel valued, and encourage them to look for better ways to do things.
(See evidence #5)
Leadership Inventory Revised 08/22/2017 !13
33. Student will show knowledge of the
Visionary Leadership (now often cited
as Transformational Leadership) theory
by Sashkin
34. Student will describe personal application
of the above theory (Sashkin)
35. Student will show knowledge of the
Individuals in Organizations leadership
theory by Argyris
36. Student will describe personal application
of the above theory (Argyris)
37. Students will demonstrate knowledge of
the 4 Vs theory of leadership by Grace
(Center for Ethical Leadership)
38. Student will describe personal application
of the above theory (Grace)
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)
HDF 290 Class Participation/Self research First described by Daniel Goleman in 2002, the visionary leadership style was one of six leadership
types documented. Visionary leadership is closely related to the transformational leadership style. The
major difference is between the two involves the focus on the future. Visionary leaders live more in the
future and they often use a vision of the future as a way to mobilize followers. Its one of a number of
really important leadership styles. A transformational leader is someone who is focused and can
discuss important issue. They can communicate well, actively listen and gives feedback. A visionary
leader i someone who has good communication, it is trustworthy, caring, confident, and organized.
Has the ability to empower other through the organization of their teams and sharing their goals.
(See evidence #21).
HDF 290 Class Participation/Self research In class we learned the definition of the Four Vs Grace Theory. This theory is knowing core
values and having the courage to live all them in a all parts of your life in service of
common good. It was created by Dr. Bill Grace. The first V of the theory is values. Is
discovering core values: peace, integrity, wealth, joy, love, success. The following V is
vision and is the ability to frame our actions. The next V is voice. The last V is virtue is
striving to be good/right.
(See evidence #19).
HDF 290 Class Participation/Self research In class we learned that situational leadership was developed by Dr. Paul Hersey and Ken
Blanchard in 1969. It is an additive leadership styles of leading. It modifies ones way of
leadership for the right people and situation. Hersey and Blanchard suggested that there are
four styles. Situational one involves the leader telling people what to do and how to do it.
Situational two it involves more back and forth between leaders and followers. Situational
three the leader offers less direction and allows member of the group to take more active
role in coming up with ideas and making decisions. Lastly, situational four is handoff
approach of leadership.
(See evidence #20).
Leadership Inventory Revised 08/22/2017 !14
41. Student will show knowledge of the
Relational Leadership model by
Komives, McMahon & Lucas
42. Student will describe personal application
of the above theory (Komives et al)
43. Student will show knowledge of the
concept of constructivism
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
Social Change Model of Leadership
Development by Astin et al
48. Student will describe personal application
of the above theory (Astin et al)
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)
HDF 290 Class Participation/Self research Relational Leadership model emphasis on inclusion involves making every member of the
group feel welcome, equal, comfortable, and listened to. Focuses on five concepts which
govern relationships between people who have united in order to bring about positive
change. The first one is purposeful which means having an individual commitment a goal or
activity. It is also the individual ability to collaborate and find common ground with others
to establish a common purpose, visions for a group, or work. Inclusive is another concept,
inclusive of people and diverse point of view. Another concept is empowering of other who
are involved. Believes that everyone has something to offer. Other concept is ethical. It is
driven by values and standards of leadership. Process is the last concept and is how the
group goes about being a group, remaining a group and accomplishing the groups purpose.
(See evidence #18).
HDF 290 In HDF 290 we learned what is constructivist. Constructivist is a basic theory based on
observation and scientific study about how people learn. In order to learn, we must ask
questions, explore, research and continually re-assess what we know. As a leader
constructivism can help engage and motivates their followers by making them take a more
active rile in the learning process.
(See evidence #17).
HDF 290 Class Participation In HDF 290 class we learned through a students presentation that social change refers to
any significant alteration over time in behavior patterns and cultural values and norms. This
model was created for leaders that want to make a positive change in the world. It has three
different perspective, which are individual values, group values, and community and society
values. There are 7 Cs of leadership. These seven Cs are consciousness of self,
congruence, commitment, collaboration, common purpose, controversy with civility, and
citizenship. However, there is an 8th one and is change, and is the ultimate goal for this
leadership model.
(See evidence #7).
Leadership Inventory Revised 08/22/2017 !15
51. Students will demonstrate knowledge of
the Strengths-Development Model by
Hulme et al

52. Student will describe personal application

of the above theory (Hulme et al)

53. Student will demonstrate knowledge of

behavior theories of leadership from
Michigan and Ohio State

54. Student will describe personal application

of the above theories (Michigan & Ohio
State)

55. Student will demonstrate knowledge of

Charismatic leadership

56. Student will describe personal application

of the above theory

57. Student will demonstrate knowledge of

contingency approach to leadership by
Fiedler

58. Student will describe personal application

of the above theory (Fiedler)

59. Student will demonstrate knowledge of

Path-Goal theory by House

60. Student will describe personal application

of the above theory (House)

61. Student will demonstrate knowledge of

Leader Member Exchange (LMX) theory
by Dansereau, Graen & Haga; Graen &
Cashman; Graen

62. Student will describe personal application

of the above theory (Dansereau, Graen &
Haga; Graen & Cashman; Graen)

63. Student will demonstrate knowledge of

Leadership Substitutes Theory

64. Student will describe personal application

of the above theory

65. Student will demonstrate knowledge of

Models of leader emergence

Leadership Inventory Revised 08/22/2017 !16

66. Student will describe the impact of traits
on leadership emergence and
performance

67. Student will demonstrate knowledge of

Chaos approach to leadership by
Wheatley

68. Student will describe personal application

of the above theory (Wheatley)

Leadership Inventory Revised 08/22/2017 !17

Outcome Category: Inclusive Leadership / Diversity and its Application to Leadership

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.)

Leadership Inventory Revised 08/22/2017 !18

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;
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

McIntoshs theory of privilege and its
relationship to leadership

84. Student will demonstrate personal

application of McIntoshs 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

91. Student will demonstrate knowledge of

the ally Action Continuum by Griffin &
Harro

Leadership Inventory Revised 08/22/2017 !19

92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro

93. Student will show knowledge of the

Multicultural Organizational Development
Model (Jackson)

94. Student will show personal application of

the Multicultural Organizational
Development Model (Jackson)

95. Student will show knowledge of the

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

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

Leadership Inventory Revised 08/22/2017 !20

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;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice

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)

Leadership Inventory Revised 08/22/2017 !21

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

121. Student will demonstrate knowledge of de-

briefing techniques

122. Student will demonstrate proficiency of de-

briefing techniques

123. Student will demonstrate knowledge of

framing based on psychology and its use in
group facilitation

124. Student will demonstrate proficiency of

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

Leadership Inventory Revised 08/22/2017 !22

128. Student will describe personal examples of
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
131. Student will describe personal examples of
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)
133. Student will describe personal examples of
group development in use (Tuckman/
Tuckman & Jensen, Bennis or others).
Kid's Ministry Leader As a leader of the kids ministry at church I am always active with the performances we do and
activities. The leader above of the ministry gave me the responsibility in setting a meeting where the
parents would get a touch on what their kids are learning about. This meeting was based on a activity
other leaders and I created. We wanted to do an event mother and daughter tea time. I was in charge
in making the invitations, setting up the meetings, finding the place of the event. The purpose for the
event is for the mothers of their children see what they have learned in Sunday school and the
children to teach them the activities by hands off. Because theres always a father and daughter
dance, or mother and son event, i asked myself why not a mother and daughter tea time. In top of this
I need to speak with the parents for permission for a day trip at another church.
(See evidence #6).
Composition II Class presentation/Self research In class each student was giving a topic and the person who had the same topic as you needed to
(CCRI) work together. For our visual we decided to do a presentation on Strategies to deal with difficult
people in the work place. We decided to come up with eight strategies in ealing with difficult people in
the work place. When a person finds themselves in this situation the first thing to do is very important
and is to keep calm. Losing your temper is not the best way to keep in control of the situation, just are
just making the situation worse. Being in calm shows that you are in control and are respectful to the
situation. Second, try to understand the persons intentions, try to identify the persons trigger, is it
something that you said that triggered them even though you did not mean it. How can you help meet
his/her need and resolve the situation? Get some perspective of others, your colleagues, managers
and friends might experienced similar situations in some way or another. Try to get people to help you
deal with the difficult person. Fourth, let the person know where you are coming from. Sometimes the
difficult person things that you are acting a way that is bothering them. So by telling them that your
intentions are not for them to get bad, letting them in on the reason behind your actions it would show
that what is happening and it will enable them to empathize with your situation. Fifth, Treat the person
with respect, if you ate going to treat the person with disrespect, it;s not going to be surprising if they
treats you the same way as well. Sixth, focus on what you can be action upon on. Last but the least
ignore. If you have tried to do everything you can. And finally escalate to a higher authority for
resolution. When all else fails, best thing is to call a manager to take the situation in the right hands.
(See evidence #16).
Composition II Work I work in Rams Den at the University of Rhode Island. I work in different stations. I am from cooking to
(CCRI) cleaning, to serving people and being the cashier. Tuesdays I am always the cashier. One day I was
working in the cash register when this lady approach to me so i can take her order. When I told her the
total she looked at me like if I did something wrong, I then again said the total. She then creamed at
me with disrespect. I ignore her comments towards me and called the manager. She and the manager
talked and apparently I was the problem when I never seen her in life. With the presentation I gave
back at CCRI for my composition II class I applied the skills I learned to this situation. Who knows if I
yelled back at her for calling me names or other things, but instead i follow through what i learned. \
(See evidence #16).
Leadership Inventory Revised 08/22/2017 !23
134. Student will show knowledge of group roles
and how they contribute to group dynamics
(Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135. Student will describe personal examples of
group roles and how they contribute to
group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136. Student will show knowledge of effective
memberships skills in groups
137. Student will describe personal examples of
membership skills in use
138. Student will show knowledge of the
Challenge and Support theory by Sanford,
and its relationship to organizations
139. Student will describe personal examples of
using the theory of Challenge and Support
(Sanford)
140. Student will show knowledge of the
construction / elements of informative and
persuasive speeches
141. Student will demonstrate proficiency in
informative and persuasive public speaking
HDF 290 Class presentation/Self research In HDF 290 class we were all placed in groups to do a presentation on topic. My groups topic that
was given was Informative and Persuasive Speech. The purpose of an informative speech is to
obviously inform but to communicate knowledge to others. When giving an informative speech: Be
sure to be very knowledgeable about your topic, there are many different types of topics you can talk
about, practice it multiple times. In informative speeches there are four categories which are Things,
people, or places. Considered visible or tangible, it provide an overview of the object and it must have
a purpose. Second is Methods, it explains how something is done. It can be a step by step tutorial
such that the audience can perform it independently. Another is Events, it describe the event in full
including important information such as date, time, place, and circumstances around the event. Lastly,
Ideas, it must use many examples to make the topic relatable, breaking down big ideas into smaller
ones. Persuasive speeches is to get what you want. It grasp their attention and convince them they
can't live without a product or instill an ideal in them. The purpose is that the speaker communicates
that with an audience to accomplish specific goals, to ensure the audience accepts his or her point of
view. Personal persuasive speech allows the audience to change their personal views and formal
persuasive speech is used in advertisements.
(See evidence #24).
HDF 290 Class presentation/Self research Public speeches can be informative and persuasive. The speaker should consider the purpose of the
speech. Whether the speaker would want to inform the audience about a particular event, topic, or
subject? Or persuade the audience to hold a certain belief or attitude about said event, topic, or
subject? Examples for informative speeches for objects speeches ts basically a show and tell
for methods its showing and explaining for example how an the IPhone X works step by step or
explaining how to be a successful college student at a conference. For events, you can describe your
first experience the first time you travelled. Lastly for concepts speech ideas can be about democracy
or principles of feminism. Persuasive speeches can spoken words, Politicians use it to get citizens to
believe in and vote for them or inspire reform. Leaders can use it to boost morale and motivate during
a rough period in time. Salesmen can use persuasive speech to convince customers to buy a certain
product.
(See evidence #24).
Leadership Inventory Revised 08/22/2017 !24
142. Student will show knowledge of planning
and conducting interviews (as the
interviewer)

143. Student will describe personal examples of

planning and conducting interviews (as the
interviewer)

144. Student will show knowledge of preparing

for and effective answers in interviews (as
the interviewee)

145. Student will describe personal examples of
preparing for and being interviewed
HDF 290 Class presentation/Self research In class I learned how one can be prepared for interviews. There are seven steps in being ready and
prepared for the interview. The first is to research the organization. This will help you answers
questions and stand out from less prepared candidates. Also you will het a perspective into the
organization or company you are applying for. Second, Compare your skills and qualifications to the
job requirements. Third, prepare responses, sometimes most interviews involve a combination of
resume based and case questions. So being prepared can make you a successful candidate. Fourth,
and its very important is to plan what to wear. In most cases an interviewer first see what you are
wearing. So, dress to impress the interviewer professionally. Fifth, plan what to bring, extra copies of
your resume, a notepad or professional binder, and a list references. Sixth pay attention to non verbal
communication, and lastly follow up, bring a list of questions you have when you were researching the
company.
(See evidence #15).

146. Student will show knowledge of effective

collaboration / coalition building (Sources:
Cilente/Komives et al; NCBI; etc.)

147. Student will describe personal examples of

working in collaboratives/coalitions

148. Student will demonstrate knowledge of

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

151. Student will describe personal examples

related to maintaining accountability as a
leader

152. Student will describe ways to build

relationships between leaders and
members

Leadership Inventory Revised 08/22/2017 !25

153. Student will describe personal examples of
building relationships with members as a
leader

154. Student will describe how credibility applies

to leadership, as well as the characteristics
and skills of a credible leader

155. Student will describe personal examples of

building, maintaining, and repairing his/her
own credibility as a leader

156. Student will describe ethical standards in

influence

157. Student will describe influence applies to

leadership

158. Student will describe principles of effective

mentoring, as well as problems particular
to the mentoring relationship

159. Student will describe personal examples of
mentoring and being mentored
Senior Presentation Through my senior year of high school I needed to complete a prevention that determined if
I graduate or not. In the prevention I needed to complete a research paper and get a mentor
that will help me with the process. I decided to be mentor by my dads best friend who is
very knowledgeable in immigration since immigration was my topic. I learned so much with
Jose Alberto and he is my sample to be, I really am inspire by him. I would like to say that is
a honor for me to be mentoring by him for my Senior Project. The time I spent with him to
complete my hours was a tremendous help. Not only did I learn a lot about Immigration, I
learned the history behind it and how it affects everyone surround it. The struggles an
immigrant has to face in daily basis. This opportunity will be one I will never forget. My
mentoring hours at the pastors house proved to me that I would like to work helping
immigrant children and teens to not face this challenges alone but with the help from the
government or the state. I would like to open up ideas for rights of an immigrant coming to
the United States.
(See evidence #14).

160. Student will describe principles of effective

peer leadership, as well as problems
particular to peer leadership

161. Student will describe personal examples

related to being a peer leader and being
led by peers

Leadership Inventory Revised 08/22/2017 !26

Leadership Inventory Revised 08/22/2017 !27