Drake Leadership Inventory

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

Date Enrolled: September 2018
Date of Graduation: May 2022
*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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a
minimized need for approval
2. Student will demonstrate personal,

organizational, and academic examples
of self-discipline
3. Student will demonstrate the ability to
manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to URI101
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 HDF190 In HDF190 we took the Via Institute on Character’s values survey and discovered our personal top five
statement (Sources = VIA, values values, or character strengths. According to the Via Institute, there are 24 character strengths that
clarification exercises, etc.) every individual possesses in different degrees, which gives each individual a unique character profile.
They can be classified into six virtue categories: wisdom (creativity, curiosity, judgment, perspective,
love-of-learning), courage (honesty, zest, perseverance, bravery), humanity (kindness, love, social
intelligence), justice (fairness, leadership, teamwork), temperance (humility, self regulation, prudence,
forgiveness), and transcendence (hope, humor, gratitude, appreciation of beauty and excellence,
spirituality.
My top five values are fairness, forgiveness, kindness, leadership, and teamwork. Being strong in
fairness means that treating people fairly is one of your abiding principles. Fair individuals don’t let
personal feelings bias decisions about others. They give everyone a chance. Those who are strong in
the forgiveness category are good at forgiving those who have done them wrong. They give everyone
a second chance and believe in mercy, not revenge. Those who embody the kindness strength are
kind and generous to others and are never too busy to do a favor. They enjoy doing good deeds for
others, even if they don’t do them well. Being strong in leadership means that you excel at
encouraging a group to get things done and preserving harmony within the group by making everyone
feel included. These people do a good job organizing activities and seeing that they happen. Those
who are strong in teamwork work well as a member of a group. They are loyal and dedicated
teammates who always do their share, and work for the success of the group.
Most of my strengths fall under the virtue category of justice. Justice describes strengths that make life
fair. They are broadly interpersonal and describe the best interaction between the individual and a
group or community.
SEE EVIDENCE 8

Via Institute of Character. (2019). Know and Celebrate the Real You. Retrieved from
http://www.viacharacter.org/www/Character-Strengths
9. Student will demonstrate practice of the HDF190 When I first took the Via Institute on Character’s values survey in HDF190, I was a bit surprised by my
personal values statement results. I received fairness, forgiveness, kindness, leadership, and teamwork. I was surprised
because I never really thought of myself as someone who is particularly fair or forgiving. Yes, I
acknowledge that I am fair and forgiving, but I never really thought that they were such a prominent
part of my character. I have always thought of myself as a particularly kind person, so upon receiving
my results, that’s the character strength I gravitated towards. I began to examine that strength in
particular in my life and how it became a part of my life as well as how I see it in my everyday life. I
realized that my parents are the one who made kindness such a prominent part of my life, because
they stressed the importance of being kind during my childhood. Throughout my whole life, my
parents, teachers, family, and more have taught me how important it is to be kind to others and follow
the golden rule: “do unto others as you would have them do unto you.”
My examination of this one strength made me realize how prominent fairness and forgiveness actually
are in my life. Fairness and forgiveness tie into the definition of being a good person that I grew up
with. At first, I looked at being a good person as just being kind because kindness seems to
encompass everything. But the more I examined kindness, it made me realize how exactly it
differentiates from fairness and forgiveness and how those two are in fact more prominent in my life
than kindness. In any group situation I’ve ever been in during my life, I am always the person who
wants to make everyone feel included and heard. If someone is taking more control, I will be the
person who makes it a point to ask the quieter person in the group their thoughts and ideas, and even
just make small talk with them to make them feel included.
I have always thought of myself as forgiving as well, but I never realized how dominant forgiveness is
in my life until recently. I’ve always been a very “go with the flow” kind of person. Admittedly, I have
had people treat me in not the nicest ways, so much that I had to get outside forces involved, but even
those people I have been able to forgive, and I still consider those people friends of mine. I recognize
that everyone makes mistakes and that humans are not perfect. Given that my last name is Drake, my
dad once made the comparison that him and I are like ducks in the sense that just like water on ducks,
everything rolls right off our backs. I’ve always remembered my dad saying this and identified with it,
but I know realize exactly how much I identify with it. I very rarely hold a grudge, in fact I don’t know if I
ever do. I go about life always seeing the best in people, and I don’t judge people for their mistakes.
Through the analysis of my top five values in HDF190, I have discovered exactly how important justice
is in my life. Three of my top five values fall under the justice virtue category, which means that the
entire justice category is represented in my top five strengths, since there are only three character
strengths in the virtue category.
SEE EVIDENCE 9 & 38
Via Institute of Character. (2019). Know and Celebrate the Real You. Retrieved from
http://www.viacharacter.org/www/Character-Strengths
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
objectives that were planned and
. achieved

13 Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
.
14 Student will show application of Maslow’s
theory to own life
.
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 One of the first things we did as part of HDF190 was take the Gallup CliftonStrengths test. These
Signature Themes, shadow side of strengths, or themes, describe attributes that the test taker has that make them who they are. There
. Strengths and/or weaknesses, and are 34 different CliftonStrength themes and everyone has them within them, but everyone’s order of
examples of application (Source = Gallup) how dominant they are in their lives is different. Everyone has five strengths that are stronger than the
others, but that doesn’t mean that the other 29 are not important, it just means that those are areas of
potential development. You can utilize your strengths to help you develop and build upon your weaker
areas. It’s important to acknowledge all 29 strengths. When an individual takes the test, they are only
shown their top 5 strengths, and have the option to pay to see what order the other 29 strengths fall in
for them personally. I took the test and discovered my top 5 strengths are woo, communication,
positivity, includer, and arranger.
Woo stands for winning others over, and people who are exceptionally talented in this theme love the
challenge of meeting new people, breaking the ice, making a connection, and essentially winning them
over. Woos are drawn to strangers, and strangers are rarely intimidated by them. When I first took
the Strengths test and found out I am a woo I was confused because I didn’t know what it meant. But
as soon as I read what a Woo is it made immediate sense. All the traits that describe a Woo describe
me to a perfect tee. I absolutely love to meet new people, but I don’t just like to meet them, I want to
become immediate friends and develop a deeper relationship upon that first meeting that lasts a
lifetime.
Strong communicators find it easy to put their thoughts into words. They’re good conversationalists
and presenters. Communicators believe that most people have a very short attention span. People are
bombarded by information, but very little of it survives. Communicators want their information - whether
an idea, an event, a product's features and benefits, a discovery, or a lesson - to survive. They want to
divert their attention toward themselves and then capture it and lock it in. Given the fact that I am a
communication studies major, I was not surprised that I am a strong communicator according to
Gallup. I have always considered myself to be a strong public speaker, I actually enjoy presentations
and would much rather them to a paper test. I find it easy to present to a group, I can do very well if
told to just stand up and talk in front of a group, and I always seem to present in a way that is
professional and clear, with few verbal fillers and a loud speaker’s voice.
People talented in the positivity theme have contagious enthusiasm. They’re upbeat and can get
others excited about what they’re going to do. They are generous with praise, quick to smile, and
always on the lookout for the positive in the situation. Some call them lighthearted, others just wish that
their glass were as full as theirs seems to be. But either way, people want to be around those talented
in the positivity theme. Receiving this strength result was no surprise to me either, I am just about the
most positive person you will ever meet. I very seldom do not have a smile on my face, and I always,
without failure, look at the glass as half full. I am a extreme optimist and bring that attitude into my
everyday interactions with other people as well.
Includers accept others and show awareness to those who feel left out and make an effort to include
them. They revolve their lives around the philosophy “stretch the circle wider”. They are instinctively
accepting people. Regardless of race or sex or nationality or personality or faith, they cast few
judgments. Their accepting nature does not necessarily rest on a belief that each of us is different and
that one should respect these differences. Rather, it rests on your conviction that fundamentally we are
all the same and equally important. I never really thought of myself as an includer, but after receiving
this result I realize exactly how prominent and important inclusion actually is in my life. Whenever I am
in a group setting, I subconsciously immediately take note of the roles everyone is playing in the group
setting. I notice who is more outspoken and who is quieter, and who is following and who is leading. I
think it is extremely important for everyone’s voices and opinions to be heard, and I will often go out of
my way to make sure everyone does in fact have an opportunity to express themself.
Arrangers can organize, but they also have a flexibility that complements this ability. They like to
determine how all of the pieces and resources can be arranged for maximum productivity, but are very
open to change and adjustments if those prove more efficient. They are at their best in dynamic
situations. Arrangers jump into the confusion, devise new options, hunt for new paths of least
resistance, and figure out new partnerships - because, after all, there might just be a better way. This
is another strength result that surprised me, but made a lot of sense upon further self examination. I
am organized, I like order and clarity, but what differentiates me from other organized people is that I
can in fact adjust as needed. If something other than what I am doing makes more sense I will adjust
accordingly and do that instead. I am very much of a “go with the flow” kind of person.
SEE EVIDENCE 17
Gallup, Inc. (n.d.). All 34 CliftonStrengths Themes Descriptions. Retrieved from

https://www.strengthsquest.com/193541/themes-full-description.aspx
18 Student will describe personal leadership URI101 Junior Panhellenic Council As part of the URI101 curriculum, it was our assignment one week to take the Myer Briggs Type
style and/or personality style including Indicator, or 16 personalities test and bring our results to class for discussion. Later during my first
. strengths and weaknesses and examples year we completed the same test for Junior Panhellenic, a version of the sorority’s Panhellenic Council
of application (Sources = Leadership style for new members. Both times I took the test I proved to be an ENFP personality type, which stands for
inventories, the L.P.I., Type Focus Extroverted, iNtuitive, Feeling, and Perceptive. Otherwise known as “The Campaigner”, ENFP
(MBTI), LAMP, DISC, and other career personality types are known for being free spirited and the life of the party. They are charming,
inventories, etc.) independent, energetic, and compassionate, and are considered fiercely independent, often craving
creativity and freedom. Some weaknesses ENFPs tend to have are difficulty focusing, overthinking,
getting easily stressed, and being overly independent. Only 7% of the population are ENFPs, but in
both my URI101 class and at Junior Panhellenic a sizable group of us were ENFPs, which may be due
to the fact that a good portion of us were majors that rely heavily on communication and ENFPs are
particularly good communicators.
At Junior Panhellenic we also took the True Colors Personality Test, on which I discovered my
personality correlates with the orange personality type and a lot of the characteristics that coincide with
these personality types are very similar to ENFP characteristics. Oranges are known to be naturally
extroverted and do well in social situations, as well as being great negotiators and capable of making
others see things their way. This closely relates to my Gallup strengths of woo and includer. I’m very
extroverted, I love to meet new people and get to know them on a more personal level (woo), and
when I am in group situations my includer strength comes through. I always want to hear everyone’s
opinions and make sure everyone is heard.
I believe all of these descriptions describe me well. The great majority of characteristics
corresponding with ENFPs and Orange types are characteristics I hold, whether I like it or not.
Admittedly I do overthink a great deal more than I should and I get stressed easily, but I am also very
extroverted and a good communicator, communication is one of my Gallup Strengths too. My
strengths of woo, positivity, communication, includer, and arranger all tie into the campaigner
personality type. This all also tie perfectly into my majors of communication studies and public
relations.
SEE EVIDENCE 18

“ENFP Personality (‘The Campaigner’).” 16Personalities, www.16personalities.com/enfp-personality.
“True Colours - Orange.” My Personality Test, my-personality-test.com/true-colours/orange.
Outcome Category: Leadership Theories
“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 As part of HDF190 we discussed the concept of servant-leadership. Servant-leadership has been
“Servant Leadership” theory of leadership around for centuries, but Robert Greenleaf defined it in his book, The Servant as Leader, in 1970 by
. by Greenleaf stating “The servant-leader is servant first. It begins with the natural feeling that one wants to serve.”
Servant leadership is unlike our everyday definition of leadership in the sense that it does not focus on
one person exercising power over a group, it instead focuses on an individual working to better a
community and the people in it. A servant leader serves the community in hopes to promote and
enhance the well-being of it. There are 10 characteristics commonly associated with servant leaders:
listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and building community.
To briefly explain each of these, listening refers to intently to others and helping to identify and clarify
the will of the group. Empathy includes helping people feel needed and accepted for their unique and
special spirits, healing: helping to mend relationships with selves and with others. Awareness is
viewing situations in a more holistic, integrated way. Persuasion includes seeking to convince others
rather than coerce compliance. Conceptualization requires individuals to look at situations in
conceptual as well as operational ways. Foresight is the ability to understand lessons from the past,
the realities of the present, and the likely consequence of a future decision. Stewardship is “holding
something in trust for another” (Peter Block) and holding institutions in trust for the greater good of
society. Commitment to the growth of people refers to nurturing the personal and professional growth
of people in a community. Finally, building community refers to the belief that true community can be
built among those who work within a given institution.
SEE EVIDENCE 27
Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.

of the above theory (Greenleaf)
.
“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 HDF190 As we learned in HDF190, The 4 Vs Model of Ethical Leadership was developed by Dr. Bill Grace and
the “4 V’s” theory of leadership by Grace aligns one’s internal beliefs and values with their external behaviors and actions, all for the purpose of
. (Center for Ethical Leadership) advancing the common good. The core of the model is that those who want to make a difference in
their community must first commit to an inner journey. Steps of this journey include discovering their
values, developing a vision for how to better the world, and finding a personal voice to express their
vision. These 4 V words - values, vision, voice, and virtue - make up the 4 Vs of Ethical Leadership.
By first discovering our core values, we can begin the process of integrating them into every aspect of
our lives. Vision can be defined as the ability to frame out actions and picture what they ought to be.
Claiming one’s voice is the process of that individual articulating their vision to others in an authentic
and convincing way that motivates them to action. Lastly, we foster virtue by practicing virtuous
behavior and striving to do what is right, thus developing a character of virtue. Ethical leaders ask,
“How are my values, vision, and voice in keeping with the common good?” Individuals who aware of
their personal 4 Vs are able to lead in a more effective, ethical way and better the common good
through their leadership.
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership

38 Student will describe personal application HDF190 Leadership Institute After learning about Grace’s 4 Vs of Ethical Leadership in HDF190, I have been able to discover and
of the above theory (Grace) utilize my personal 4 Vs. According to VIA, my top five values are fairness, forgiveness, kindness,
. leadership, and teamwork. By looking at these values, I was able to discover my vision and put it into
words. “I thrive off of social interaction, which ties into all of my values. I live to meet new people,
connect with them, and support them. I found a common theme amongst my values which I used to
determine my virtue: justice. All of my values work towards the inclusion and equity of all. When
thinking about my voice, I discovered that I articulate my vision and create my voice by motivating
others to succeed and guiding their ideas into greater ones. My leadership style tends to be me
listening to the ideas of everyone in the group, then using all those ideas to create one overarching
idea as to how we can best achieve our goal.
I didn’t even realize I was following the 4 V’s model at the Leadership Institute until after I left Institute
and enrolled in HDF190. Now that I am familiar with the model, I look back at my time at Institute and
see the ways my 4 V’s came into light. My values all fall under the overarching virtue of justice, which I
associate with inclusion and making everyone’s voices heard. I remember when we did the
Northwoods Challenge Course, it got a little chaotic at some points as everyone began shouting ideas
for how to best complete the obstacle. In quite a literal sense it was hard to make sure everyone was
heard and I had to be the one to step in and mediate in order to make sure everyone was on the same
page and create one plan so that we could collectively and effectively complete the course.
SEE EVIDENCE 38
Center for Ethical Leadership. (2007). The four –v model. Retrieved from
http://www.ethicalleadership.org/philosophies/ethical-leadership
“Situational Leadership” theory by Hersey
. & Blanchard

of the above theory (Hersey & Blanchard)
.
41 Student will show knowledge of the HDF190 When learning about relational leadership in HDF190, what really stood out to me was the way it is
“Relational Leadership” model by referred to as "the intersection of five principles". The part of this though that really caught my attention
. Komives, McMahon & Lucas is the word intersection. It refers to the way relational leadership combines these five principles; it's not
just about one principle, it's about all five working together.

The five principles of relational leadership are inclusion, empowerment, purpose, ethics, and process-
orientation. Given that one of my Gallup strengths is includer, I can clearly see the way I implement this
in my everyday life. When in any situation, I tend to think a lot more about how everyone feels in the
situation and how to make everyone feel welcome than other people may. This connects to
empowerment for me. I make a conscious effort to help reduce tension and barriers between groups,
promoting a safe and communicative environment, while also making sure that everyone feels
welcomed, accepted, and heard. However, the principle that intrigues me the most is process-
orientation, which we learned is "how you get there, not the outcome." To me this means enjoying the
journey, and focusing on effective teamwork rather than only being concerned with succeeding. It's
more important to learn something in the process. To coin a phrase, “It’s about the journey, not the
destination.” The other principles include ethics, which means sticking to a good code of morals and
leading by example, as well as purpose, which is focusing on committing to a group and collaborating
to facilitate positive changes. Purpose can also be seen as the “end-goal”, and that goal should be
shared amongst the whole group. After learning about relational leadership I am going to go forward
thinking about how I can apply it better to my life.
There are three basic principles also associated with the relational leadership model that these five
specific principles fall under: knowing, being, and doing. Knowing entails knowing yourself as well
knowing others and the way they view things differently than you. This directly relates to one’s Gallup
strengths, or the kinds of people they are and traits they exemplify. Being deals more with one’s VIA
values, or the things they find important, whether that be being ethical, kind, open, and/or inclusive.
Doing is a bit more self-explanatory. Acting in socially responsible ways, participating in the
community, and acting on one’s passions are all examples of things relational leaders do. All three of
these principles work together in the relational leadership model, and the five specific principles
previously mentioned fall under those broader principles. Relational leadership requires knowing your
values and beliefs and acting upon them in a way that benefits the whole.
SEE EVIDENCE 41
Komives, S. R., Lucas, N.,&McMahon, T. R. (2013). Exploring leadership: For college students who
want to make a difference. San Francisco: Jossey-Bass.rald79/relational-leadership
42 Student will describe personal application HDF190 In my opinion, relational leadership could very clearly be seen in our HDF190 small groups. A lot of
of the above theory (Komives et al) what we did with our groups supported relational leadership's basic principles of knowing, being, and
. doing. We got to know each other and learn about each other's different backgrounds and views on
life, and through discussion we also learned more about ourselves and our strengths. We saw this
especially at our Day of Discovery. It was the first time we were together as a group, and the
discussions we had throughout the day created an opportunity for us to better get to know each other.
We were all very open with each other, which created a bond between us that we continued to develop
throughout the semester. We learned more about everyone’s context, or background and experiences,
which allowed us to see into everyone’s core and identify personal attributes, characteristics, and
identities of others. The questions we were asked by our peer leaders and by our peers in our groups
challenged us to think from new perspectives. Going off of this, we focused a lot on leading by
example, and being ethical, open, caring, and inclusive. I believe our groups inspired these qualities in
each other and ourselves. All people exemplify these traits to an extent, some better than others.
When we work with other people who have different values than we do and are stronger in certain
areas of "being" a relational leader than we are, they indirectly show us ways to better implement these
values for ourselves. We were introduced to our values after taking the VIA test at the beginning of the
semester, and were able to build on them throughout the semester. All of this works into the principle
of doing. Doing refers to what we actually do to be a relational leader. Some examples include acting
in socially responsible ways, participating in our communities, and acting on our commitments and
passions. This falls into "leading by example". A personal example of this was when we did our
campus cleanup. We worked as a group to better our community by cleaning up the campus that we
all live and learn on and make sure it is seen for the beautiful place that it is.
SEE EVIDENCE 42
Komives, S. R., Lucas, N.,&McMahon, T. R. (2013). Exploring leadership: For college students who
want to make a difference. San Francisco: Jossey-Bass.rald79/relational-leadership
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 In HDF190 we learned about Astin et al’s Social Change Model of Leadership Development. We
“Social Change Model of Leadership learned that social change is not simple, it is collaborative and addresses the root causes of problems.
. Development” by Astin et al Social change is about creating a lasting impact on society and actually changing the system rather
than putting a bandaid on an issue. The first step towards There are seven core values within the
Social Change Model of Leadership Model, commonly referred to as the Seven C’s for Change. These
seven values are consciousness of self, congruence, commitment, collaboration, common purpose,
controversy with civility, and citizenship. All seven of these C’s revolve around the concept of change
and within the social change model interaction of these seven C’s is often seen. The Seven C’s can
be broken into three smaller classifications: society/community values, group values, and individual
values.
Citizenship falls under the category of society/community values. Good citizenship requires that
individuals are aware of what’s going on in the world around them and look at themselves as part of a
larger whole.
Group values include collaboration, common purpose, and controversy with civility. Collaboration
capitalizes on multiple talents and perspectives and includes working together and sharing
responsibility, authority, and accountability to achieve common goals. Common purpose refers to the
collective aims, values, and vision of a group. Controversy with civility acknowledges the fact that
conflict is inevitable in any situation. These disagreements and disputes are beneficial though,
because they allow for thoughtful and considered differences in opinions to be heard. Controversy with
civility prevents groupthink from occurring, and instead encourages engagement in critical dialogue.
Individual values include consciousness of self, congruence, and commitment. Consciousness of self
refers to being mindful and understanding what is happening, as well as being aware of your own
personal beliefs, values, attitudes, and emotions. Congruence refers to actually walking the talk, and
acting upon one’s promises and other said words. Finally, commitment can be demonstrated by
significant involvement, investment of time, and emotional passion. It refers to following through on
one’s promises.
Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership

development[PowerPoint slides]. Retrieved from (sakai link)]
48 Student will describe personal application HDF190 Our group service projects in HDF190 can be seen as a perfect example of the social change model of
of the above theory (Astin et al) leadership in action. Our group chose to do a campus cleanup, and we specifically looked at the way
. the Seven C’s of the Social Change Model applied to our project and the actions we were taking to

better our campus community. As we prepared for our project, we took note of the conditions of our
community as it relates to social change and the Seven C’s.
We saw citizenship in action as we noticed that the University of Rhode Island has begun to weed out
the use of plastic straws in an effort to promote an eco-friendly environment. Many of us noticed that
places like Ram Escape and Ram’s Den no longer have plastic straws like they used to. By taking this
step, the University is encouraging students to live greener, creating a ripple effect to promote the
reduction of plastic straws on a continually larger scale.
When we look at how our project and efforts related to common purpose, we agreed that our common
purpose was to gain a better understanding of the issue of littering and to work to make the campus
more beautiful. We thought about how our actions were creating change at all the levels. We had a
common goal to learn more individually about the problem, to clean the area we were focused on, and
to help create a community where we don’t litter and our waste is reduced. To do this, we connected
our common purpose to collaboration. Our project required a lot of collaboration, as it was a group
project afterall. Throughout this whole project, we stayed connected and communicated through
constant texting in a groupchat with all of our members. It was a bit of a struggle to find a day to do our
project that worked for everybody, but we worked together to find a time that worked, and even
managed to find a separate day to meet and plan our project prior to actually conducting our cleanup.
This proved to be very beneficial because we were able to assign roles in a fair way and create a game
plan for our actual cleanup.
When looking at our implementation of controversy with civility, we know that while we may view the
garbage pollution as a threat and believe that it is ruining the environment, others do not, and this is
why littering may occur in the first place. We thought about why this may be and that’s how we came
up with the idea of having more trash cans and recycling bins on campus as well as inspiring others to
recycle and educate them about the importance of cleaning our campus. Without acknowledging this
value, we may never have thought of this further solution.
By utilizing our strengths and values during our campus cleanup we effectively embodied the Cs of
consciousness of self and congruence. Consciousness of self means that individuals are mindful of
the values and beliefs that motivate someone to take action, while congruence means that an
individual should be consistent with their own beliefs, or in other words, “walk the talk.” I believe that
we used our strengths and values to create social change through our cleanup. Some strengths that
we have and used include appreciation of beauty and excellence, teamwork, hope, and responsibility.
Every member of our group felt that it is important to appreciate the small things in life, such as a
pollution-free campus. By cleaning up trash, we were able to see the true beauty of the area we used.
We also used teamwork as some people were down in the marshy area, while others were filming, and
others were holding the trash bags. Responsibility and hope are two things that helped motivate us to
do this project. We feel that it is our responsibility to keep the campus clean and by starting a cleanup,
we have hope that others will want to do one too. We know that this can inspire social change across
campus and that it will allow others to practice congruence by not just saying they have these values,
but by putting them into action as well.
All of this requires commitment, the final individual value. We were committed to doing a campus
cleanup because we believe that the issue for this project overall is that the environment is becoming
more and more trash filled. This is becoming a national problem, not just a community problem. We as
a group are committed to making a difference on this Earth and helping to make it a greener place.
We understand that doing a campus cleanup will create only a small change in our own community,
but over time these small changes can help lead to a cleaner global community.
SEE EVIDENCE 48
Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership
development[PowerPoint slides]. Retrieved from (sakai link)]

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)
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.)
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)
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
.
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
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
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
leadership that is used in crisis (i.e., James
.
& Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)
Outcome Category: Interpersonal and Organizational Concepts & Skills
Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of HDF190 As we learned in HDF190, it is extremely important for leaders to be good listeners. How can one
active listening techniques expect to be respected and listened to if they do not do the same for others? We learned some
. specific techniques to help us become better listeners, and since there are multiple strategies, people
are seen as active listeners in different ways by doing different things. The kind of active listening
technique one implements depends on the audience and end goal. In HDF190 we discussed five
techniques in particular: encouraging, restating basic ideas, reflecting feelings, clarifying, and
summarizing.
The goal of encouraging is to project interest in the topic of discussion, maintain conversation, and
encourage the speaker to continue talking. In order to do this, listeners remain non-committal, never
agree of disagree, and use a positive tone of voice. Listeners trying to encourage often use phrases
such as, “I see…”, “that’s interesting…”, and “uh-huh”.
The goal of restating basic ideas is to show understanding, disclose a grasp of the facts, and check
your meaning and interpretation with others. In order to do this, listeners restate the speaker’s basic
ideas and place emphasis on facts. These listeners often use phrases such as “If I understand, your
idea is…” and “In other words, you think…”.
The goal of reflecting feelings is to demonstrate that the listener is in fact listening and understands
how the speaker feels. They also help the speaker temper and evaluate their feelings as expressed by
someone else. To do this, these listeners reflect the person’s feelings and use short replies to aren’t
flip or curt. They use phrases such as “You feel that…” and “You were pretty annoyed by…”.
The goal of clarifying is to get additional facts and help the person explore all sides of the problem at
hand. They do this by asking specific questions and using phrases such as “Can you clarify that?”, “So
in other words what you’re saying is…”, and “Is ___ the problem as you see it now?”.
The goal of summarizing is to draw together ideas and facts, create a basis for continued discussion,
and review and give updates of progress. Listeners do this by restating, reflecting on, and
summarizing major ideas. They may use phrases such as “These seem to be the main ideas you have
expressed…” and “If I understand you. feel this way about…”.
SEE EVIDENCE 109
Penn State University Center For Conflict Management. (1990). Center for Conflict Management
Mediation Handbook. State College, PA: Penn State University.
110 Student will describe examples of using HDF190 Tour guiding training, Student After learning about different active listening techniques in HDF190, I realized the active listening
active listening skills Entertainment Committee technique I use the most is restating basic idea, mainly because in my opinion it’s the easiest way for
. me to make sure I am understanding the information I am being told. Restating basic ideas is my form
of clarification, I restate the information I have gathered in order to understand if I do in fact understand

the topic correctly. I do this all the time in my everyday life, in fact I catch myself doing it multiple times
daily. But it is a good thing in my opinion because it just goes to show how I take effort to be a good
and active listener everyday. I do believe it is important for everyone to be heard, which ties into my
includer strength and my fairness value.
Aside from using active listening skills in my everyday life, I especially used these skills during my
training to become a tour guide. There was one night at training where we did a get to know you
activity in which we asked a random partner several questions in order to better to get to know them.
Active listening was extremely important during this activity because we then had to restate the
information we learned about our partner to the group. We did the same activity during our Spring
retreat for the Student Entertainment Committee as well. This activity demonstrated summarizing,
because every time I have done this activity I know I personally make a point to summarize the
information I learned to my partner before I have to present to the group. It is a great get-to-know you
activity, and also stresses the importance of active listening because you have to pay attention to the
person you are getting to know. Otherwise not only do you risk embarrassment in front of the group
you are presenting to, it is disrespectful to the person you should be getting to know.
Penn State University Center For Conflict Management. (1990). Center for Conflict Management
Mediation Handbook. State College, PA: Penn State University.
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 HDF190 Although HDF190 didn’t specifically address how to deal with difficult people, we did learn about
for working with difficult people different group dynamics and how people are wired differently and how that affects group work. During
. our class discussion on group development, it was discussed how our Gallup strengths can be
grouped into four different domains: executing, influencing, relationship building, and strategic thinking.
Your most dominant domain is the one the majority of your strengths fall in, and there are common
themes for people of each domain when it comes to group settings. Executors tend to work in a “get it
done” style, meaning that they focus on the task at hand, don’t waste time, and want to get it
accomplished in the most effective and efficient way humanly possible. Relationship builders focus
more on inclusion in group settings. They are the people who will listen to everyone’s opinions and try
to accomplish their goals in a way that makes everyone happy and makes everyone feel valued.
Strategic thinkers tend to look at the current problem, and create what they believe to be the best
course of action. Influencers, like myself, are the hype-men of the group. They need someone to keep
them on task, but they are people that other people want to listen to because they make the journey to
the end goal enjoyable. They are very outspoken, making it easy for them to voice their opinions and
help the group reach a wider audience or achieve a greater goal. Through discussion we realized
people in the same domain work very well together, but when people from different domains work
together it has the potential to create conflict.
The domain an individual identifies with must be taken into account when working in a group setting.
When different domains clash, action must be taken to maintain peace within the group and establish
an effective work environment. Some techniques include clarifying, or restating given information,
which helps to ensure that everyone is on the same page. This ties into the strategy of explaining to
others where you are coming from, or explaining what you are thinking. Another example is to remain
calm. Remaining calm is extremely important when working to prevent a hostile work environment. All
of these strategies help to maintain a good group work environment.
SEE EVIDENCE 130
Freeburg, N. (2019, March 12). How to Understand the Four Domains of Strength. Retrieved from
https://www.leadershipvisionconsulting.com/how-to-understand-the-four-domains-of-strength/
131 Student will describe personal examples of HDF190 URI Student Entertainment My knowledge of how to best work with difficult people and the techniques I learned through HDF190
using techniques to work effectively with Committee were really put to the test when the Student Entertainment Committee attempted to collaborate with the
. difficult people Musician’s Guild, the Electronic Music Association, and BOND to put together a two day music festival
event on the quad. It was a great idea in concept, but it proved very hard to execute. There was an
issue of communication between groups, and some of the groups involved had ideas that they did not
realize were actually very hard to execute.
One group in particular was very opinionated and tried to take control, and did so by belittling every
other group. This group can be looked at as an executor, where as SEC and myself were the
influencers. They wanted everything to be done and ready to go, but they failed to realize that there
were steps that needed to be taken between the start and end of the process. I personally met with
representatives from the organizations involved and calmly tried to explain to them that booking a band
takes time - it’s a negotiation process between us and the band’s management team and we often
have to wait for them to get back to us. Although they seemed understanding at the time, they very
quickly returned to verbally attacking us, and it got to the point where nothing was getting
accomplished and SEC withdrew from the event entirely.
This is a prime example of dealing with difficult people. When working with people who do not work
the same way that you do (ex: executors and influencers), you may have to compromise your comfort
in order to benefit the whole group. We tried to to do that, or at least explain to them where we were
coming from, but to no avail. Difficult people can often be stubborn, and sometimes no matter how
hard you try to meet them halfway it isn’t enough for them and you need to do what’s best for yourself.
SEE EVIDENCE 131
Freeburg, N. (2019, March 12). How to Understand the Four Domains of Strength. Retrieved from
https://www.leadershipvisionconsulting.com/how-to-understand-the-four-domains-of-strength/
132 Student will show knowledge of the stages HDF190 As learned in HDF190, Tuckman developed 5 stages that can be associated with group development,
of group development (Tuckman/Tuckman the first of which is forming.
. & Jensen, Bennis or others) Forming is the earliest stage of group development and occurs when the group is first decided and
interacts for the first few times. Often when in the forming state, individuals in the group are not sure
as to what needs to be accomplished and what they need to do to accomplish this unknown goal. The
group is also unsure of each other at this stage. No one is familiar with each other, and there is very
little trust because of this.
It can be said that the group actually begins to come together in the storming stage. During storming,
all the elements of the group dynamic begin to form and be decided. Everyone’s roles and
responsibilities are decided, and the ultimate goal is decided as well. This goal may be modified
though, and through storming all sorts of new ideas are tried out in order to figure out what is most
effective. It can be a little hectic to say the least, hence the term “storming”, as groups often fight for
power and for their ideas to be enacted. Storming creates tension, competition, and even cliques.
The next stage is norming and this is where all that tension settles down. The first group successes
occur at this stage and this is also where trust and confidence is formed amongst the group. The
team is creative and committed, and they all help to self-inforce group norms.
After norming comes performing. Performing is where all the positivity and energy the group has
developed comes into action. After going through norming, the group is motivated and ready to
perform the task they need to accomplish. The team has an objective outlook, and operates as a unit
as opposed to individuals, everyone keeping the needs of the whole team in mind. There is a high
sense of trust, empathy, support, and pride amongst the group.
Teams will often bounce between the three stages of storming, norming, and performing, depending on
the goal(s) they have to accomplish in the end, but all of this ultimately leads to the final stage of
adjourning. During adjourning, teams do a final assessment of how they did as a group and evaluate
what they did well and what they could’ve done better. They recognize members for their contributions
and celebrate a job well done.
SEE EVIDENCE 132
Stein, J. (n.d.). Using the Stages of Team Development. Retrieved from https://hr.mit.edu/learning-
topics/teams/articles/stages-development
133 Student will describe personal examples of HDF190 HDF190 Service Project We discussed in HDF190 how the Tuckman Model of Group Development applied to our small
group development in use groups and more specifically our group service projects. When we first were assigned our groups,
. (Tuckman/Tuckman & Jensen, Bennis or none of us knew each other that well. We were timid to talk to each other, and it wasn’t until the FLITE
others). retreat that we really started developing as a team. This was our forming stage. We were unsure of
our purpose and mission as a team, as well as being unsure of our individual purpose in the group.
We experienced storming when initially planning our service project. There wasn’t a clear plan as to
what had to be done and what we wanted to do, there were no established roles. It also proved
difficult to find a time for us all to meet outside of class given the fact that all of our schedules were so
busy. This period of time primarily consisted of a lot of everyone yelling different ideas and hoping
people would agree with them.
We didn’t actually create a solid plan and enter norming until we managed to find a day to meet
outside of class and create a game plan for our campus cleanup. We sat down in the Hillside lounge
and created a plan for every step of our project, and roles were divided amongst the group.
Our performing step occurred when we actually conducted our campus cleanup, which was very
successful in my opinion, and we then returned to norming afterward. We remained in norming as we
actually put together our presentation and got ready to present, and entered the adjourning phase on
the last day of class when we had our mini HDF190 graduation ceremony. On this last day was when
we said our goodbyes, discussed our memories of the semester, and congratulated each other on a
job well done.
Our group went through every stage of the Tuckman model, and even jumped between stages a bit.
Overall I believe our group had a very successful semester, we really did grow close, and it is
bittersweet that the semester came to an end.
SEE EVIDENCE 133
Stein, J. (n.d.). Using the Stages of Team Development. Retrieved from https://hr.mit.edu/learning-
topics/teams/articles/stages-development
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)
140 Student will show knowledge of the COM202 COM100 COM202, or public speaking, focuses on helping students to improve their public speaking skills and
construction / elements of informative and teaching them how to better form effective speeches, whether they be informative, persuasive, or
. persuasive speeches celebratory. No matter what type of speech you are preparing to give, it is important to consider who
your audience is going to be throughout every step of the planning process. We as humans tend to be
egocentric whether we intend to or not, which means that we will tune things out unless they relate to
or affect us individually. When planning a speech, it is important to consider who your audience is
(age, gender, race, etc.), as well as what their beliefs are, and what they already know. When
delivering an informative speech in particular, the purpose is to inform the audience about something
they don’t know much about. To give a speech about something they already know about defeats the
purpose of an informative speech.
The key parts to include in both kinds of speeches (informative and persuasive) include an
introduction, body, and conclusion, and each of these sections have key elements to include within
them. For both kinds of speeches the elements of the introduction and conclusion stay relatively the
same. A good introduction includes a clever “hook” to capture the audience’s attention, a thesis
statement in which you state the purpose of your speech, whether that be to inform or persuade and
about what, a credibility statement defending why you have the authority to talk about the topic you are
discussing, and a preview in which you briefly introduce the points you will be talking about in your
speech. Conclusions follow a similar format but in reverse, restating the points that were made in your
speech, then ending with a “wow” statement that solidifies your argument and a clincher that works
similarly to a hook and ends the speech on a high note. Bodies vary slightly between informative and
persuasive speeches. Informative speech bodies consists of hitting 2 or 3 (or however many) main
points and addressing subpoints and facts that fall under that main point. Persuasive speech bodies
hit main points that defend an argument, but also address the opposing argument and then explain
why the opposing argument is flawed.
For example, in my COM100 class we are asked to deliver informative speeches on a pop culture
artifact that deals with the topic of homelessness and poverty and teach the class about how this
artifact rhetorically represents the issues of homelessness by describing it as a piece of rhetoric. I
chose to discuss the 80s film Pretty in Pink and my points included a discussion of the plot, a
discussion of the situations the characters encounter in the movie, and the background of the
characters and how they dealt with these situations. The purpose of my speech was to inform, so I
kept my information very unbiased and discussed only facts in my three main points. Following proper
speech formatting, I ended with a clever clincher statement, in which I said “Now in the words of the
character Duckie, “I’m off like a dirty shirt.””
SEE EVIDENCE 140
Ford-Brown, L. A. (2012). DK Guide to Public Speaking. New York, NY: Allyn & Bacon/Pearson.
141 Student will demonstrate proficiency in COM202 HDF190 The purpose of COM202, or public speaking, is to develop personal public speaking skills and
informative and persuasive public speaking ultimately become a better public speaker. I’ve always considered myself to be a strong public
. speaker, my major is communication studies after all, but COM202 really helped me to further develop
my speaker’s voice and learn techniques to better help me as a presenter. These techniques included
how to structure different kinds of speeches, the importance of transitions, and considering who your
audience is when picking a topic. I wasn’t the strongest at doing these things prior to taking this class,
but as the semester progressed these techniques, along with others, became ingrained into my brain
by Professor Proulx, and you could see that being reflected in my grades on each speech we did in the
class. Overall I did very well in the course, I was getting good grades from the beginning, but you
could still see the improvement I made over the semester. My grades raised even more, and the
comments Professor Proulx would leave on my rubrics continued to improve as well.
The skills I gained from COM202 also went on to greatly and noticeably benefit me in other courses.
When we delivered our speeches on servant leadership at the end of the unit in HDF190, I looked at
my COM202 notes to help me structure my speech. I used the speech structuring I learned in
COM202 to help me create a beneficial outline and make sure I was hitting all the points I needed to
address per the servant leadership speech rubric. When actually presenting, I made sure to speak
extemporaneously, address the whole audience and keep my head up, avoid swaying, speak with an
appropriate attitude, and more. The skills and techniques I utilized greatly benefitted me as I did very
well on the speech, and the HDF190 peer leaders even commended me on my speech after class,
which I was very touched by.
SEE EVIDENCE 141
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)
145 Student will describe personal examples of COM202 Panhellenic Council A lot of what I learned in COM202 actually reflected important things to keep in mind when going into
preparing for and being interviewed an interview. The effective speaking techniques we learned, such as avoiding verbal fillers and
. maintaining eye contact, directly correlate to what one should do in an interview. Even though it was a
public speaking class, we also discussed the importance of dressing appropriately for the occasion,
whether that be a presentation, an interview, or just going to class. The tips and tricks we learned in
public speaking were primarily meant to benefit us in relation to the course, but they also could be
related to just about anything in life, but more specifically scenarios where you need to present yourself
in a professional manner and make yourself seem credible.
Given my knowledge of all these important things to keep in mind when giving a presentation, I have
been able to transfer this information into my everyday life and everyday presentation of myself, which
greatly benefitted me when I went to apply for the student organizations chair position on the
Panhellenic Council. After our in class discussion in public speaking about proper business attire, I
was able to properly decide what to wear for my interview. Given how prestigious the Panhellenic
Council is, it is the governing board of all sororities on campus after all, I ended up deciding to wear
more than just my everyday clothes. I went business casual and wore dress pants with a blouse and
flats. It was a little awkward when I walked in to see all my interviewers in sweats, but I was still glad I
dressed up because it showed my interviewers how seriously I took the interview and how much I
wanted the position I was applying for.
During my interview, I made sure to present myself in a good manner by smiling at my interviewers and
answering their questions honestly, while also being personal and giving them a sense of who I am as
a person. When answering questions, I made sure to address not only the person asking me the
question, but also the other interviewers in the room. I gave thoughtful but honest answers, and made
sure to mention and elaborate on the topics I addressed in my application that I had submitted prior to
the interview. This included what I would plan to do if given the position, my personal definition of what
it means to be panhellenic, and what my schedule would be like next semester. I went into the
interview with a positive attitude, which is perhaps one of the things that benefitted me the most.
Ultimately I was granted the position of the Student Involvement/Fraternity Manager’s Association
Housing Chair on the Panhellenic Council for the 2019-2020 school year.
SEE EVIDENCE 145
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: Maren Drake

Leadership Inventory Revised 08/22/2017 1

2. Student will demonstrate personal,

Leadership Inventory Revised 08/22/2017 2

SEE EVIDENCE 9 & 38

Leadership Inventory Revised 08/22/2017 3

Gallup, Inc. (n.d.). All 34 CliftonStrengths Themes Descriptions. Retrieved from

Leadership Inventory Revised 08/22/2017 5

Outcome Category: Leadership Theories

28 Student will describe personal application

Leadership Inventory Revised 08/22/2017 7

40 Student will describe personal application

Leadership Inventory Revised 08/22/2017 8

Camba-Kelsay, M. J. (2018). Overview of the social change model of leadership

Leadership Inventory Revised 08/22/2017 10

Leadership Inventory Revised 08/22/2017 11

Leadership Inventory Revised 08/22/2017 12

Leadership Inventory Revised 08/22/2017 14

Outcome Category: Critical Thinking

Outcome Category: Interpersonal and Organizational Concepts & Skills

SEE EVIDENCE 109

Leadership Inventory Revised 08/22/2017 16

Leadership Inventory Revised 08/22/2017 17

SEE EVIDENCE 130

SEE EVIDENCE 131

SEE EVIDENCE 132

SEE EVIDENCE 133

Leadership Inventory Revised 08/22/2017 20

SEE EVIDENCE 140

SEE EVIDENCE 141

SEE EVIDENCE 145

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Leadership Inventory Revised 08/22/2017 24

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