Inventory 2019 Google Edition

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

Date Enrolled: 2015
Date of Graduation: May 2020
*The Outcomes & Evidence Progress Inventory is the intellectual property of the Center for Student Leadership Development (CSLD)
at the University of Rhode Island and cannot be reproduced in part, or in its entirety, without the written permission of the acting
Assistant Director of the CSLD.
Leadership Inventory Revised 08/22/2017 1

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

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

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

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

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

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

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

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major The only time the major and minor can overlap
Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development Offered in the fall and spring with Dr. Cooper
or
HPR 411/412: Honors Senior Seminar
Must be in Honors or have GPA of 3.3
Portfolio HDF 492: Leadership Minor Portfolio Taken last spring semester of enrollment (some exceptions)
1 credit
MINOR ELECTIVES-9 credits
*Additional classes may be appropriate and therefore added to the list; see CSLD for the most updated list or bring a class that you think should be an elective
AAF 300: Civil Rights Movement in the US COM 402: Leadership and Motivation (capstone option) HDF 416: Leadership in Organizations
BUS 341: Organizational Behavior COM 407: Political Communication HDF 417: Leadership Minor Internship
BUS 342: Human Resource Management COM 415: The Ethics of Persuasion HDF 437: Law & Families in the U.S.
BUS 441: Leadership & Motivation (capstone option) COM 421: Advanced Interpersonal Communication HDF 450: Introduction to Counseling
BUS 443: Organizational Design & Change COM 422: Communication and Conflict HPR 118: Honors Course in Speech Communications
BUS 448: International Dimensions of Business COM 441: Race, Politics and the Media HPR 203: The Prepared Mind
BUS 449: Entrepreneurship COM 450: Organizational Communication HPR 412: Honors Seminar (capstone option)
COM 100: Communication Fundamentals COM 461/462: Managing Cultural Differences in Organizations MSL 101: Introduction to Military Leadership
COM 202: Public Speaking CSV 302: URI Community Service MSL 201: Leadership & Military History
COM 208: Argumentation and Debate GWS 150: Introduction to Women’s Studies MSL 201: Military Skills and History of Warfare
COM 210: Persuasion: The Rhetoric of Influence GWS 310: Race, Class, Sexuality in Women’s Lives MSL 202: Leadership & Team Building
COM 221: Interpersonal Communication GWS 350: International Women’s Issues MSL 301: Leadership & Management
COM 250: Small Group Communication HDF 190: First-Year Leaders Inspired to Excellence (FLITE) PEX 375: Women in Sport - Contemporary Perspectives
COM 302: Advanced Public Speaking (introductory course option) PHL 212: Ethics
COM 308: Advanced Argumentation HDF 290: Modern Leadership Issues (introductory course option) PSC 304: Introduction to Public Administration
COM 322: Gender & Communication HDF 291: Rose Butler Browne Program Peer Mentoring Program PSC 369: Legislative Process and Public Policy
COM 351: Oral Comm. in Business & the Professions HDF 412: Historical, Multi-Ethnic, & Alternative Leadership PSC 504: Ethics in Public Administration
COM 361: Intercultural Communication (capstone option) SOC300/WMS350: Women and Work
COM 383: Rhetorical Theory HDF 413: Student Organization Leadership Consulting THE 221: Stage Management
COM 385: Communication and Social Influence HDF 414: Leadership for Activism and Social Change THE 341: Theater Management
HDF 415: FLITE Peer Leadership

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.
You need to have your own act together before you can lead others:

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

Outcome Category: Self-Leadership
Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
1. Student will demonstrate autonomy and a EGR 325 Senior Capstone During my senior year at the University of Rhode Island, I took a class called Engineering
minimized need for approval Entrepreneurship and the goal of the class was to design a product or idea that solved a problem in
the world. We were divided into teams of about 4 students and then we were tasked with discovering a
problem that we wanted to solve. Once we decided on a problem, we had to do research on the
problem, look for current solutions if any, create a prototype and then pitch our solution to a panel of
CEO’s and local entrepreneurs. We were given complete control and autonomy over what problem we
wished to solve and then were given only minimal guidelines for what we were required to do for
assignments and grading. We even ended up winning our pitch competition at the end of our project
which was very rewarding considering all of the work that we put into our project.
Additionally, in my senior engineering capstone class, we were similarly divided into teams of about
three or four students and given a problem to solve that a company faced. For my team, we worked
with a company located in Rhode Island called MagSeal and we had to develop a system to remove
metal scrap from a liquid. This was a year long project spanning across the Fall and Spring semesters
and it was entirely on us as a team to develop a solution while working with our company for help
along the way.
Both of these experiences allowed me to work with a team and have complete control over our work
with minimal supervision and it taught me a lot about how to plan and organize and also maintain goals
to reach a desired outcome.
SEE Evidence #1
2. Student will demonstrate personal, GER 486 Personal experiences with One thing I have really taken an interest in since coming to college has been maintaining a healthy and
organizational, and academic examples organizational habits and keeping fit nutritious diet as well as a workout routine to stay fit. Before college, I worked at a pizza restaurant for
of self-discipline and healthy a few years in high school and so I ate quite a bit of pizza and related food and did not have a very
good diet. I became very motivated in college to change those habits and began to do lots of
self-research on healthy foods and began to eat a lot better. Additionally, I started working out with
friends and also heavily researched proper workout routines and to this day, I have kept these habits
and have gained so much knowledge about nutrition and fitness and I consider myself an amateur
expert in the subjects. It takes a lot of self-discipline to maintain these habits and follow them, and
although I am not perfect all the time, I always manage to get back on the path and follow healthy
routines.
In high school, I lacked time management and organizational skills and relied heavily on my friends to
know when things were due. Entering college, I quickly learned that I would not be able to keep those
habits and succeed in school, and so I started to look into ways to organize my assignments and build
better study habits. I started to write things in a planner and go to the library to study and get work
done. After many years, I am now at the point where my entire life is organized in either Google
Calendar or a t- do list app on my devices. I plan almost my entire day and schedule everything in
google calendar and I keep track of all my assignments and things that I need to remember in my to-do
app, and this has greatly helped me to stay on top of work and never miss assignments. It has taken a
lot of self-discipline to build these habits and make them stick and I am happy to say that today I am an
incredibly organized person, so much so that it can be very overwhelming to people when they look at
my calendar.
One of my majors is German and when I first started learning the language in my first semester in
college, it was very difficult at first and I was afraid that I would not be successful in learning the
language at all. After the first semester, I began to do a lot of self-learning outside of the classroom
where I would learn vocabulary on my own and watch german movies and videos on YouTube and this
is something that I would do nearly every single day. After several months of this, I learned so much
that my professor recommended that I skip an entire year of german and advance to a much higher
level class. To this day in my current german class, we are learning about how the german language
has evolved over time, and I still take time each day to teach myself outside of the class to keep my
proficiency in the language. My dedication towards learning the german language has taken a lot of
self-discipline to maintain and I am glad that I put so much work into learning it.
3. Student will demonstrate the ability to CSV 302 Resident Assistant experience with In my CSV 302 class, one assignment we were given was to research and present about healthy
manage emotions Mental Health Training relationships and a large portion of that presentation was dedicated to managing emotions and why
that was so important for having and maintaining a healthy relationship.
As a Resident Assistant, we went through extensive training during the last two weeks of August
leading up to the beginning of school in September. During this training, two days were dedicated to a
mental health certification training where we learned all about mental health and how to respond to
mental health concerns along with substance abuse issues. Part of this training involved learning
about managing stress and emotions and why that was important for good mental health. We learned
that recognizing and understanding your own emotions can make it much easier to understand the
emotions of others. Through this training, I realized how important recognizing and understanding your
emotions are and it made me reflect on how I manage my own emotions.
4. Student will demonstrate knowledge of BUS 341 In my senior year of college, I took a class about Organizational Behavior which was about learning
stress management methods how people act and behave in groups and how businesses use this information to improve upon their
work environments. In this class, we also learned that there is a great deal of stress associated with
businesses which leads to many poor outcomes such as decreased productivity, absenteeism, even
violence. In recent years, many businesses have taken to adding many stress management methods
in their offices to improve the overall wellbeing of their employees. Some of the methods that have
been added to businesses include gyms for employees to workout in and relieve stress, meditation
rooms for everyone to use, company-sponsored counseling programs, wellness programs, and more.
These methods are all different, but are all beneficial ways to reduce and manage stress in individuals.
For me personally, the best way that I manage stress has been through physical activity such as going
to the gym and working out, or riding a bicycle. I have found that these activities really allow me to turn
my mind away from stressful thoughts and just focus on the exercise. The release of endorphins from
physical activity also greatly reduces built up stress and it has really helped me manage stress over
the years. Additionally, whenever I am in a very stressful situation and I do not have the time or the
ability to do exercise, I have found that breathing techniques have greatly helped me calm down and
reduce and manage my stress levels. These are very easy to do and require little time; simply take
slow, controlled, deep breaths and focus on your breathing until you feel your stress levels go down.
This has greatly helped me over the years and has been something that I have continuously
implemented in my life.
Black, S., Gardner, D. G., Pierce, J. L., & Steers, R. (2019, February 27). Coping with Work related
Stress. Retrieved from
https://opentextbc.ca/organizationalbehavioropenstax/chapter/coping-with-work-related-stress/
5. Student will demonstrate the ability to MCE 401/402 Exercise and fitness One of the most stressful courses I have taken at college has been my senior engineering capstone
manage stress course which was a year-long project split into two semesters. In this course, I worked with two peers
in the class to solve a problem that a local company, MagSeal was facing. The amount of work that
was required from this course was upwards of twenty hours per week and it was very stressful to
manage, especially considering how I had never experienced such a demanding workload from one
class before. I knew that if I was to succeed in this course and stay sane that I would need to manage
and handle my stress that was greatly building up. In order to do this, I meticulously organized a
timeline of work that we had to complete from the beginning of the Fall semester to the completion of
the project at the end of the Spring semester. This detailed what we had to complete each week, what
was required of us each week, and made it easier to break up the amount of work that we had to do.
This helped to reduce stress because we now had a plan on how we could complete our project and
we knew exactly when things needed to be done.
Additionally, the best way I managed stress apart from being organized with our time, was fitness and
exercise. I made it a point each day to do some form of exercise, which mostly revolved around going
to the gym at school and following my routine. By doing this every day, it allowed me to take time away
from school work and do something that I enjoyed. I knew that I had to take time for myself and focus
on my health and wellbeing. The combination of being extremely organized and having a plan for my
work and daily exercise really helped me manage my stress levels during the most intense times I
experienced at college.
6. Student will express a personal code of BUS 441 Leadership is an Art by Max DePree My personal code of leadership ethics is as follows: To be a leader means to serve the people that you
leadership / membership ethics lead, to have their best interests in mind and be a mindful listener. I truly believe that being a leader
means to serve others, even if that means letting others take charge and lead. Leadership is
something that one must learn over time, and there is always more to learn. In my BUS 441 class, one
of our assignments throughout the semester was to read a book called Leadership is an Art by Max De
Pree, which details what De Pree has learned about leadership working at Herman Miller throughout
his life. The book is an amazing read filled with great information about leadership, and after reading
the book, I can say that I have a much better understanding of what leadership is, and how I can strive
to be a better leader. Some key takeaways from the book for me personally is that everyone has
special gifts, people should strive for completeness in every aspect of their lives, and that leadership is
an art that must be learned over time.
SEE Evidence #6
7. Student will demonstrate practice of the CSV 302 Orientation Team In outcome #6, I stated that my personal code of leadership ethics is “To be a leader means to serve
personal code of ethics the people that you lead, to have their best interests in mind and be a mindful listener.” A good
example of me following my code of leadership ethics was in my CSV 302 class, which was for URI
101 mentors to learn how to teach our classes and learn from each other as well. In this class, much of
it was dedicated to group discussions where we talked about topics that we could incorporate in our
URI 101 classes. Typically, I am very eager to speak my mind and make my opinion heard, but in this
class, I really focused on trying to listen intently to what everyone else had to say instead of
immediately speaking out first. I found that by doing this and being mindful of others, that I became a
much more thoughtful listener and really came to value what everyone had to say. I found that
oftentimes, my peers expressed opinions or ideas that I myself had no thought of which helped me
learn. Also, by being mindful of not being the first one to speak, I found that when I did speak, I gave
myself more time to think about what I would say which led to more developed and thought out ideas.
From that experience, I have really learned to take a step back in most situations and listen intently to
what others have to say.
Another experience where I have used my personal leadership code has been in my role as a Team
Leader on the Orientation Team. In this position, it was my duty to be a mentor and peer leader for four
other orientation leaders that were new to the team. All four of my teammates were great leaders who
had many amazing things to offer and so I tried to be very encouraging and offer guidance where I
thought it was appropriate. I let them lead as much as possible so that they would learn and grow as
much as they could. This was a great experience because I had never had to mentor a team of peer
leaders before and it was quite different from other leadership roles because my peers already were
great leaders themselves, and so they needed little guidance from me.
8. Student will express a personal values CSV 302 VIA Assessment My personal values statement is as follows: I will be open-minded, kind, and compassionate to those
statement (Sources = VIA, values around me, I will lend a helping hand to those in need, I will strive to see the positive in every situation,
clarification exercises, etc.) and I will continue to better myself. This is something that I try my best to live by, even if it doesn’t
always happen. I have been a pessimist at times which is why I try to see the positive in every
situation, and work towards bettering myself every day. In my CSV 302 class, we did a Core Values
activity where we chose words that we connected to from a long list, and then categorized these
words. We then chose one word from each category, and then made a sentence out of that word,
which became our “core values”. This helped me realize what I value and allowed me to put that into
words. Also in this class, we took the VIA assessment, and many of my top values that I got from that
assessment lined up with the values that I chose from the activity I mentioned. I would like to take this
assessment and do this activity again in the future to see how or if they change.
SEE Evidence #8
9. Student will demonstrate practice of the HDF 290 HDF 290 Retreat My personal values statement from outcome #8 is “I will be open-minded, kind, and compassionate to
personal values statement those around me, I will lend a helping hand to those in need, I will strive to see the positive in every
situation, and I will continue to better myself.” In my HDF 290 class that I took in the fall semester of
my senior year, we had a retreat that myself and fellow classmates went on. In this retreat, we did
many different activities, one of which was an open discussion among the classmates about ethical
leadership, and we were told to organize a list of leaders by placing them into categories of good
leadership and bad leadership. This created a divide in the group about what one defines as good and
bad; on one side, the argument was that good leaders must be ethical, and on the other side, the
argument was that good leaders are successful in their leadership regardless of morality or ethics. I
found myself agreeing with the latter and engaged in the dialogue about what was good and bad, but
after some thinking, I realized that I was being too stubborn and closed-minded with my own
reasoning. I started to be more open minded about the opposing argument and began to understand
where they were coming from and their reasoning. Looking back, I really was trying to use my personal
values statement in this moment to understand and relate to my classmates and be more
open-minded. This conversation led into a discussion of what ethical leadership is and for me, it was a
good learning experience to try and embrace opposing viewpoints, and use my values to be more
open-minded and caring for others views.
10 Student will demonstrate the ability to MCE 401/ 402 During my fourth year at the University of Rhode Island, I took an Engineering Capstone class (MCE
lead a project from start to finish 401+402) which spanned two semesters. In this class, students were divided into 32 separate teams
. (follow-through) and each team was sponsored by a company and given a problem that they had to solve. I was on a
team with two other individuals working with a company called MagSeal where our task was to design
a system that would separate small metal particles from a liquid inside a machine. I was given the role
of team captain, and so I lead our project from the start of the fall semester to the end of the project
which was in May of the Spring semester. This project was one of the most intensive and difficult
projects I have ever had to work on and there were many bumps in our road to finish the project.
During the first semester, we spent a long time researching the problem, brainstorming many different
solutions, and eventually prototyping one that we decided on. During the second semester, we had to
completely scrap our design after testing our prototype because we found that it did not work as we
had planned. We went back to our ideas that we created in our first semester and chose another
design, and were able to use that one to complete our project. Through this experience, I learned how
to delegate responsibilities to my teammates, how to manage my time effectively to get tasks done,
how to professionally communicate with people working in industry, how to problem-solve, and how to
see a project through to the end. Our project ended with a “science-fair-like” presentation where we
showed our project to all of the companies and teams.
SEE Evidence #10
11 Student will describe goals and objective GER 113 Personal goals and resolutions One personal goal of mine since coming to college has been to learn the german language and one
statements regarding personal issues, day become fluent. I was rather intimidated by my first course in german and I did not think that I would
. career issues, and community issues be very successful at learning the language. However, in the second course, I made it my goal to
become better at the language and to learn outside of the class in my free time. After several weeks of
doing this, I saw considerable improvements in my language skills. I continued this work over the
summer by watching german videos, listening to german music, and keeping up with my vocabulary,
and during the next semester, my professor noticed how much I had advanced that they thought I
should skip an entire year of german and enter a higher level german course. It was an incredible
feeling to be recognized for my hardwork and to know that it had paid off.
A goal of mine since coming to college has been finding a career that I would enjoy. For the longest
time, I had no idea what I wanted to do and I felt that engineering was not necessarily the career path
that I wanted to take, but I have never quit anything and I knew I did not want to change my major. I
made it my goal to look for areas that did interest me, whether it was engineering or not. After getting
involved in different leadership opportunities, I found that my passion was in working with students and
so I decided that I wanted to pursue a career in Higher Education. I then spent months researching
how I can do this, speaking with college professionals about their path towards Higher Education and
did all I could to build my skills in that field. Today I am happy to say that I have achieved my goal by
being accepted to two different Higher Education masters programs and I will be working towards my
masters by returning to URI and completing the College Student Personnel program.
Another goal of mine has been to be more mindful of things I buy and what I own. I have become
somewhat of a minimalist in that I only want to buy things that will add value to my life and the things I
own I want to make sure are quality things that I will use and last a while. So because of this, I have
gone through my entire wardrobe and have taken out everything that I have not touched or worn in
months and I donated all of it to different charities that take clothing, and surprisingly, I gave away over
eight large bags of clothes. Since then, I have only bought things that I know I will use so that I am not
wasting as much. This goal of being more mindful and minimalistic has been something that I have
tried to put into most aspects of my life and it has made me appreciate what I do have much more.
12 Student will show evidence of goals and EGR 325 In my engineering entrepreneurship class (EGR 325) we had very specific goals and objectives that
objectives that were planned and were to be completed throughout the semester. The first four weeks are where we formed teams,
. achieved learned basic coding skills, and conceptualized our problem that we would be focusing on solving.
During the next five weeks, we spent the majority of the time learning about and researching our
problem through various assignments as well as prototyping our product and showcasing that to a
group of professional mentors. During this second phase we hit a big roadblock; our problem that we
chose was the same problem as another group and our professor would not let us both work on the
problem separately, so our team had to find a new problem and we were set back several weeks
because of this. The final five weeks were spent working on our prototype and finalizing it as well as
preparing to pitch our product at a state competition as well as showcase our design to a panel of
judges. During the showcase, all the teams competed against one another and the winning team and
design happened to be ours. This was a great experience focusing on teamwork, problem solving,
public speaking, as well as many technical skills. We had our goals and objectives laid out at the
beginning of the semester and we completed them throughout and even won the final competition.
SEE Evidence #12
13 Student will show knowledge of the HDF 492 Personal research In HDF 492, we were given a review of leadership theories that we should be knowledgeable on,
“Hierarchy of Needs” theory by Maslow however, the Hierarchy of Needs theory by Maslow was not in the review, and so I took it upon myself
. to research the theory for my own knowledge and learning.
The Hierarchy of Needs theory by Maslow was written in 1943 and then revised many times after, and
it is a motivational theory in psychology comprising a five tier pyramid of human needs. Needs that are
lower down on the pyramid must be met before people can move on to the higher up needs. From the
bottom of the pyramid to the top, the needs are: physiological, safety, love and belonging, esteem, and
self-actualization. The first four needs of the pyramid can be defined as deficiency needs whereas the
top level are growth or being needs. Physiological needs are biological requirements for human
survival and must be met for the human body to function. Safety needs are needs for security of the
individual and can be met by family and society. Love and belongingness needs are social needs and
the need for interpersonal relationships such as friendship, intimacy, trust, etc. Esteem needs are
classified as (1) esteem for oneself and (2) the desire for respect from others. The final need is
self-actualization which is the desire to accomplish everything that one can to be the most that one can
be. This theory has since been refined to note the the structure of the pyramid is not extremely rigid
and that the needs of an individual can be flexible based on circumstance.
Mcleod, S. (2020, March 20). Maslow's Hierarchy of Needs. Retrieved from
https://www.simplypsychology.org/maslow.html#references
14 Student will show application of Maslow’s
theory to own life
.
15 Student will show knowledge of the
theory of Superleadership by Manz &
. Sims
16 Student will show application of Manz &
Sim’s theory to own life
.
17 Student will describe StrengthsQuest HDF 290 HDF 290 retreat In my HDF 290 class, we went to a retreat to connect and learn more about leadership. To prepare for
Signature Themes, shadow side of this retreat, we had to take the StrenghtsQuest to discover our top five strengths. My top five strengths
. Strengths and/or weaknesses, and were Competition, Restorative, Individualization, Analytical and Achiever. Competition means that I
examples of application (Source = Gallup) measure my progress against others, Restorative means that I am good at dealing with and resolving
problems, Individualization means that I am good at finding unique qualities in each person, Analytical
means that I think about all the factors in a situation and Achiever means that I work very hard and
love being productive. I use my strengths on a daily basis; I am very competitive and whenever there is
a competition it makes me work harder to win, I have a very analytical mind and am always thinking
through every step of a situation and looking for solutions to problems, and I always try and go above
and beyond in the things I do. Some of the shadow sides of my strengths are that it can be hard for me
to take a step back and see the big picture because I am very focused on details. Additionally, being
very competitive and having a lot of stamina, I can be very stubborn and not always willing to change
my mindset which is not a great quality. At the retreat specifically, we had a discussion about effective
leaders and the viewpoints were split between people thinking effective included morals and people
thinking effective meant the outcome only. Being very competitive and stubborn, I was hard set on my
opinion and did not change my mind during the debate.
SEE Evidence #17
18 Student will describe personal leadership CSV 302 Orientation Team During my first year on the Orientation Team, we took a Type Focus test to determine what our 4 letter
style and/or personality style including personality type is. When I took the test, my 4 letters were ENTJ which stands for Extroversion,
. strengths and weaknesses and examples Intuition, Thinking, and Judging. We took this Type Focus test again in my CSV 302 class where we
of application (Sources = Leadership style
inventories, the L.P.I., Type Focus learned in-depth about the differences between the personality types and what our personality type
(MBTI), LAMP, DISC, and other career means about us. My personality strengths are that I am efficient, energetic, strong-willed, and
inventories, etc.) strategic. My personality weaknesses are that I can be stubborn, impatient and that I struggle with
emotions at times. I feel that my personality describes me quite well; I think I am very efficient and am
always looking for a better way to do things, but I also can be stubborn and set in my ways. I am
working on being more open minded, and being on the Orientation team has made me much more
open-minded as I have had the ability to work with people from many different backgrounds with
different viewpoints.
SEE Evidence #18
Outcome Category: Leadership Theories
19 Student will show knowledge of the HDF 290 In HDF 290 we learned about the Authority and Bureaucracy theory of leadership by Max Weber. This
“Authority and Bureaucracy” theory of theory states that there are three types of authority; traditional, rational-legal, and charismatic.
. leadership Weber Traditional authority is a type of leadership where the authority of an organization or regime is linked to
some traditions such as with monarchs. Rational-legal authority is where the legitimacy of the authority
comes from a legal order such as that with government. Charismatic authority is where the legitimacy
of a leader comes from the character of that person. Weber defined bureaucracy as the most efficient
and rational way to organize society with an organized hierarchy. There are certain preconditions for
bureaucracy to emerge such as the growth of the population, the growth in complexity of the tasks
being carried out and the existence of an efficient administrative system for a monetary economy.
Weber believed that rational-legal authority was the most legitimate way to organize bureaucracy.
(Libretexts. (2019, June 5). 6.4B: Weber's Model for Bureaucracy. Retrieved December 13, 2019, from
https://socialsci.libretexts.org/Bookshelves/Sociology/Book:_Sociology_(Boundless)/6:_Social_Groups
_and_Organization/6.4:_Bureaucracy/6.4B:_Weber’s_Model_for_Bureaucracy.)
SEE Evidence #19
20 Student will describe personal application
of the above theory (Weber)
.
21 Student will show knowledge of the HDF 290 In HDF 290 we learned about the Scientific Management theory of leadership by Frederick Taylor
“Scientific Management” theory of which was published in 1909. This theory had four main principles, the first of which being to replace
. leadership by Taylor common sense or the rule of thumb with the scientific method to determine the most efficient way to
perform specific tasks. The second was to match workers to their jobs based on their capability and to
train them to be efficient. The next principle is to monitor worker performance with supervision to
ensure efficiency, and lastly to allocate the work of managers to be that of planning and training,
allowing workers to perform their tasks efficiently. Critiques of this theory are that it promotes the idea
that there is only one right way to do something, in contrast with many other theories.
(Yolande. (n.d.). Frederick Taylor and Scientific Management: Understanding Taylorism and Early
Management Theory. Retrieved December 13, 2019, from
https://www.mindtools.com/pages/article/newTMM_Taylor.htm.)
SEE Evidence #21
22 Student will describe personal application HDF 290 IT Service Desk After learning about the Scientific Management theory in my HDF 290 class, I immediately knew that
of the above theory (Taylor) the theory stood out to me as something that I would have been exposed to. For three years at
. college, I worked at the Information and Technology Service desk and our style of running the office
was very similar to the scientific management theory by Taylor. For two years at the job, I was a Team
Leader which meant that I was the one who supervised consultants at work and made sure they were
on task and knew all relevant information pertaining to their work. In many ways, I used the theory and
applied it to running shifts at work; we had a streamlined process for solving issues and if we could not
solve the issue on the spot, we had a system for escalating the issue to someone that could solve it.
We also would schedule appointments where we would send out employees to a location to help
someone physically with an issue they were having and it was my job as the Team Leader to send the
most qualified person for the job. Another part of my job was to provide periodic evaluations on the
work of our consultants and made sure they were improving. Additionally, we hold a three day training
in the summer for new employees and I was among a team of employees that planned and executed
these training sessions. In many ways, my role as a Team Leader and the management style
associated with the IT Service Desk was very similar to the Scientific Management theory.
23 Student will show knowledge of the HDF 290 In HDF 290 we learned about the Management by Objectives theory of leadership by Peter Drucker
“Management by Objectives” theory of which was first discussed in his 1954 book The Practice of Management. This theory is a tool that
. leadership by Drucker should be utilized but it is not a cure all. There are five steps that organizations should use to put this
theory into practice. The first step is to revise the organization's objectives for the company to focus on
the mission and values of the company. The next step is to translate these objectives to the employees
in a simple way that they can understand. The third step is to have the employees create their own
objectives to achieve the larger organizational objectives. The fourth step is to monitor the progress of
employees and the fifth step is to evaluate and reward employee progress. Overall, having a say in
goal setting encourages engagement in employees and aligns objectives across the organization.
Hayes, A. (2019, December 7). Understanding Management by Objectives (MBO). Retrieved
December 13, 2019, from https://www.investopedia.com/terms/m/management-by-objectives.asp.
SEE Evidence #23
of the above theory (Drucker)
.
25 Student will show knowledge of “Theory In HDF 290 we learned about the “Theory X and Theory Y” theory of leadership by Douglas McGregor
X and Theory Y” theory of leadership by which was first seen in his book, The Human Side of Enterprise which was published in 1960. This
. MacGregor theory refers to two styles of management; authoritarian (Theory X) and participative (Theory Y). If
team members dislike their work and/ or have little motivation, McGregor says that the leader should
use an authoritarian style of management. This is a very hands-on approach that micromanages
people’s jobs in order for it to get done. Alternatively, if team members take pride in their work and
enjoy it, then the leader will adopt a participative management style where they trust their employees
to do their work effectively without being told. The authoritarian style leaders have a very pessimistic
view of their people and assume that workers dislike their work, avoid responsibility, need to be
supervised at every step and have no ambition. This style has mostly fallen out of practice today, but it
can still be seen in some big organizations with lots of employees and tight deadlines. The participative
style leaders are more optimistic about people and assume that their workers are happy to work on
their own, are self-motivated, enjoy taking ownership of their work, view work as fulfilling and
challenging and solve problems creatively. This theory has become much more popular among
organizations. It is important to note that most organizations do not strictly follow one theory and likely
use a combination of the two depending on their employees needs.
Midgie, & Michele. (n.d.). Theory X and Theory Y: Understanding People's Motivations. Retrieved
December 13, 2019, from https://www.mindtools.com/pages/article/newLDR_74.htm.
SEE Evidence 25
26 Student will describe personal application HDF 290 HDF 290 retreat In HDF 290, we had a leadership retreat where we did various activities and learned more about
of the above theory (MacGregor) ourselves. One activity we did at the very end was where one student volunteered to be blindfolded
. and then sat in the center of a circle, with the rest of the classmates sitting around the center person.
We on the outside were shown a structure made from various PVC piping and our goal was to guide
the center person to build this same structure exactly as the example. The catch was that only one of
us could speak at a time and we could only say three words each time, and then the person sitting
next to them would speak, and so on. The blindfolded person had no idea what was going on and had
not seen the structure previously so they were relying completely on our instructions to complete the
task. Because of the fact that the person was blind and had no prior knowledge of the task, and our
hindrance of only being able to say three words at a time, it was quite difficult to complete the activity
and many times, mistakes had to be corrected. In many ways, this activity shows the Theory X and
Theory Y theory by MacGregor. The center person, in this case, was the “theory-x worker” because
they needed to be supervised and guided through every step of the activity. The rest of us on the
outside of the circle were the “theory-y workers” because we had to work together and cooperate to
complete the activity. This was quite a difficult activity and we were all very motivated to accomplish it,
even if at times it was very frustrating.
27 Student will show knowledge of the HDF 290 BUS 441 In HDF 290 we learned about the “Servant Leadership” theory of leadership by Robert Greenleaf
“Servant Leadership” theory of which was published in 1970. I also learned about this theory in my BUS 441 class, along with other
. leadership by Greenleaf leadership theories. This theory states that as a servant leader, you are a servant first, meaning you
focus on the needs of others before your own. This also means that you acknowledge other people’s
perspectives, support them in their work and goals, and build a community within your team. This is
not so much a leadership style as it is a behavioral change that you adopt over a period of time. There
are 10 important characteristics of servant leaders which are listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and
community building. Servant leaders are likely to have more engaged employees and better
relationships with team members compared to leaders that do not put the interests of others before
their own.
BillT, & Michele. (n.d.). Servant Leadership: Putting Your Team First, and Yourself Second. Retrieved
December 13, 2019, from https://www.mindtools.com/pages/article/servant-leadership.htm
SEE Evidence #27
28 Student will describe personal application URI 101 In my senior year of college, I was a URI 101 mentor which meant I was co-instructing a class of
of the above theory (Greenleaf) first-year students and aiding in their transition into college. In this class, it was my job to make sure
. the students were supported and knew that I was a resource for them. My goal for them was to make
the most of their first semester and also to finalize a major by the end of the semester, since I was
teaching an undecided section of URI 101. My focus throughout the semester was on the students and
their success and many of them came to me outside of class with questions and asked for advice on
certain things that I helped them with. This was a rewarding experience for me because I had never
taught a class of students before in this capacity. After learning about servant leadership in HDF 290, I
realized that this was exactly what I was doing in my URI 101 class; putting the needs of the students
above my own, supporting them, giving them help and working towards our goal which was to help
them pick a major.
29 Student will show knowledge of the HDF 290 In HDF 290, we learned about the “Principle Centered Leadership” theory by StephenCovey which was
“Principle Centered Leadership” theory first explained in his book Seven Habits of Highly Effective People, published in 1989. Covey describes
. by Covey this leadership style as “If you focus on principles, you empower everyone who understands those
principles to act without constant monitoring, evaluating, correcting, or controlling.” This theory is
based on the premise of servant leadership and that based on principles, we can empower others to
realize their potential. Covey describes eight characteristics of principle-centered leaders which are
that leaders are continuously learning, they are service-oriented, they radiate positive energy, they
believe in others, they lead balanced lives, they see life as an adventure, they are synergistic, and they
exercise for self-renewal. Additionally, there are four guiding principles which are security (sense of
worth, identity, personal strength), guidance (direction we receive in life), wisdom (balance, judgement,
comprehension), and power (the strength to accomplish something). This style of leadership is
practiced from the inside out on four different levels. The first level is the personal level, where one
must build the relationship with themselves focusing on the four guiding principles. The second level is
the interpersonal level, where one must build relationships and interactions with others. The third is the
managerial level, where one works with others to accomplish tasks, and the fourth level is the
organizational level where one works to organize people.
Olson. (2017, August 14). Principle-Centered Leadership. Retrieved December 13, 2019, from
https://leadwithyourlife.com/principle-centered-leadership/.
SEE Evidence #29
of the above theory (Covey)
.
31 Student will show knowledge of the “14 HDF 290 In HDF 290, we learned about the 14 Points for Total Quality Management theory of leadership by W.
Points / TQM” theory of leadership by Edwards Deming which was published in 1982. Deming’s 14 points are a set of practices to help
. Deming companies increase their quality and productivity. The 14 points are as follows: 1) Create constancy of
purpose for improving products and services. 2) Adopt the new philosophy. 3) Cease dependence on
inspection to achieve quality. 4) End the practice of awarding business on price alone; instead,
minimize total cost by working with a single supplier. 5) Improve constantly and forever every process
for planning, production and service. 6) Institute training on the job. 7) Adopt and institute leadership.
8) Drive out fear. 9) Break down barriers between staff areas. 10) Eliminate slogans, exhortations and
targets for the workforce. 11) Eliminate numerical quotas for the workforce and numerical goals for
management. 12) Remove barriers that rob people of pride of workmanship, and eliminate the annual
rating or merit system. 13) Institute a vigorous program of education and self-improvement for
everyone. 14) Put everybody in the company to work to accomplish the transformation. Deming
believed that these principles can be put into any organization to more effectively implement total
quality management.
W. Edwards Deming's 14 Points for Total Quality Management. (n.d.). Retrieved December 13, 2019,
from https://asq.org/quality-resources/total-quality-management/deming-points.
SEE Evidence #31
of the above theory (Deming)
.
33 Student will show knowledge of the HDF 290 In HDF 290, we learned about Visionary Leadership, known today as Transformational Leadership
“Visionary Leadership” (now often cited theory by Sashkin. This theory details how followers can “transform” into leaders and this is typically
. as “Transformational Leadership”) theory seen in organizations through the vision of an organization. There are several concepts that
by Sashkin transformational leaders follow which are individualized consideration, intellectual stimulation,
inspirational motivation and communication. These leaders inspire and motivate others through trust
and communication; there is often more room for employees to be creative and find solutions by
themselves without being micromanaged. Transformational leaders apply passion and energy into
their work and they often lead by example for others to emulate.
Nayab. (2018, November 18). Modern Leadership Styles in the Changing World:
Charismatic,Transformational, and Visionary Leadership. Retrieved from
https://www.brighthub.com/office/home/articles/73968.aspx
34 Student will describe personal application EGR 325 Personally, I find transformational leadership to be a very good method for leading because it is about
of the above theory (Sashkin) leading by example and giving the freedom and opportunity for others to learn, solve problems, and
. become leaders as well. In my engineering entrepreneurship class (EGR 325), we were divided into
teams of about 4 students and had to work together to create a solution to a problem. For my team, I
was chosen to be the “CEO” of our class startup company and so my job was to assist my teammates
with the project, but my main duty was to be the marketer and research the competition so that I could
present our product and win over the judges for our final presentation, which meant that the rest of my
team did most of the design work for our project. I gave them assistance every step of the way when
they needed it, but they really excelled on their own. I had complete trust in them to accomplish their
work and they trusted me to market our product. Our goal from the beginning of the class was to win
the competition at the end of the class since we were all fairly competitive, and so we set out to
achieve that goal, and ended up doing it.
“Individuals in Organizations” leadership
. theory by Argyris
of the above theory (Argyris)
.
37 Students will demonstrate knowledge of HDF 290 In HDF 290 we learned about the “4 V’s” theory of leadership by Bill Grace which was published in
the “4 V’s” theory of leadership by Grace 2006. This theory helps to align internal beliefs and values with external behavior and actions for the
. (Center for Ethical Leadership) common good. The 4 V’s stand for Values, Vision, Voice, and Virtue. A leader must search for and find
their own core values, which is an essential first step to being an ethical leader. A leader must also
identify their vision and then implement actions to achieve their vision or goal. An ethical leader must
also have a voice which is used to carry out their vision and to make it clear and authentic. Lastly,
ethical leaders must be virtuous and will strive to do the right thing. Grace added three other elements
to his 4 V model in order for people to achieve ethical leadership and those elements are service,
polis, and renewal. Service connects the vision to the values. Polis stands for politics and indicates
that an organization deals with politics when the vision has to be communicated to public groups.
Renewal stands for innovation and the ethical leader will have to consider whether new actions or
ideas are in accordance with their vision and values.
Mulder, P. (2019, November 19). Ethical Leadership, the ethics, leadership skills and 4V model.
Retrieved December 13, 2019, from https://www.toolshero.com/leadership/ethical-leadership/.
SEE Evidence #37
of the above theory (Grace)
.
39 Student will show knowledge of the HDF 290 BUS 441 In HDF 290, we learned about the “Situational Leadership” theory by Hersey and Blanchard which was
“Situational Leadership” theory by first published in 1969. I also learned about this theory in BUS 441. The theory suggests that there is
. Hersey & Blanchard no single leadership style that is better than another and that instead, leaders should adjust their style
depending on the followers abilities. The theory says that leadership is both task-relevant and
relationship-relevant, and therefore leaders must be flexible and adaptive. The model chooses the
leadership style as it relates to the followers maturity level, meaning if the follower has a high maturity
level, then the leader should provide minimal guidance, but if their maturity is low, then the leader
might need to supervise work closely. The maturity level is divided into three categories of high,
moderate, and low. High maturity includes highly capable and confident followers, moderate maturity
can be either capable employees who lack confidence to take on responsibility or confident employees
who lack motivation to do work, and low maturity are employees that are not skilled enough to do the
work but are enthusiastic. Based on the task and relationship, there are four different types of
leadership styles to consider. The first is delegating which is low-task, low-relationship where the
leader lets the group take responsibility, and is best used for high maturity followers. The second is
participating which is low task, high relationship which emphasizes shared ideas and decisions and is
best used with moderate followers who are experienced but lack confidence. The third is selling, which
refers to high task, high relationship where the leader sells their ideas to the group and explains tasks
in a persuasive manner, and it is used for moderate followers who are confident but lack motivation.
The fourth style is the telling style which is a high-task, low relationship style where the leader gives
explicit directions to followers with a low maturity level.
Kenton, W. (2019, November 18). What the Hersey-Blanchard Model Tells Us. Retrieved December
13, 2019, from https://www.investopedia.com/terms/h/hersey-and-blanchard-model.asp.
SEE Evidence #39
40 Student will describe personal application MCE 401/402 In my senior engineering capstone class, I was on a team with two other classmates and we had to
of the above theory (Hersey & work with a company to create a solution for their problem which was to separate metal scraps made
. Blanchard) by a machine from the liquid lubricant used by the machine. There was a great deal of work that
needed to be done to complete our capstone assignment which included endless research, designing,
prototyping, redesigning, etc and each member of the team had to contribute to the project. I was the
team captain of the team and so it was my responsibility to delegate work to my teammates and make
sure that everything was getting completed. I definitely used situational leadership in this class working
with my two teammates because they were each very different and worked very differently from one
another. My first teammate, Mike, was not very motivated to take on work by himself, but once I
showed him what to do and gave him an assignment, he was able to work independently and get it
done. I would say that for Mike, I used a high task, high relationship approach because he lacked
motivation, but once I gave him work and motivation, he was able to complete it. My other teammate,
Samson, needed more help than Mike. He needed constant reminding and instructions on how to
complete certain assignments and so I had to help him at most steps in order for work to get done. For
him, I would say that I used a high task, low relationship approach because of having to give explicit
instructions every step of the way. Having to balance helping my teammates in different capacities
while also handling my own work was a challenging experience, but it really taught me how to
multi-task and adapt to situations and I am grateful for the experience for being such a great learning
opportunity.
41 Student will show knowledge of the In HDF 290, we learned about the Relational Leadership model by Komives, McMahon and Lucas
“Relational Leadership” model by which is a model that focuses on group or organization’s positive social development and
. Komives, McMahon & Lucas advancement. This model values being ethical and inclusive and recognizes the diverse talents of
group members and sees relationships as the key to effective leadership. There are five components
to this model which are purpose, inclusive, empowering, ethical, and process. Purpose is about having
a personal commitment to a goal with others who share a similar purpose. Inclusive means involving
everyone as well as their ideas and viewpoints. Empowering is giving others the ability to be and feel
involved in group decision making. Ethics is being fair to yourself as a leader, other leaders, and to the
process. Process is the path the group decides to take, as well as how they communicate and solve
problems.
lsnowden1. (2014, March 7). Relational Leadership. Retrieved December 13, 2019, from
https://leadershipforhighered.wordpress.com/2014/03/06/relational-leadership/.
SEE Evidence #41
42 Student will describe personal application HDF 290 Orientation training/ strengthsquest In HDf 290, I took the Clifton StrengthsQuest for the first time and discovered what my top five
of the above theory (Komives et al) strengths were. My third highest strength is individualization which is being intrigued with the unique
. qualities of each person and finding ways that different people can work together productively. When I
first saw my strengths, I was initially unsure of why I received this strength in particular, because I
didn’t understand fully what it meant. Upon looking into the description, it says that I think variety is a
good thing and that I have the capability to help individuals from diverse backgrounds discover ways
that they can work together and succeed. After some reflection, I realized that this is something I do
and I am good at, yet I never thought about it until this test. Relational leadership is about recognising
the diverse talents of group members and how building relationships is a key to effective leadership
and based on my strength in individualisation, I would say that I am naturally a relational leader.
An example of this is in orientation; an important aspect in building a team of leaders is to hire a
diverse staff who come from all walks of life so that each new student who attends the university can
feel represented by our leaders. Being on a team of leaders from many different backgrounds really
taught me how I can use my strength and bring people together and find the unique qualities that each
person possesses.
43 Student will show knowledge of the HDF 290 In HDF 290, we learned about the concept of constructivism, which is a basic theory about how people
concept of constructivism learn. The theory says that people are thought to construct their own understanding and knowledge of
. the world, through experiencing things and reflecting on them. Every time something new is learned,
people must process that new information with the context of what they already know, who they are
and their experiences. These new ideas might change what was previously believed to be true, or,
based on past experiences and knowledge, could be discarded as irrelevant. In order to learn, people
must ask questions, explore, research and reassess what is already known.
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and
learning. Retrieved
from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
SEE Evidence #43
44 Students will describe personal examples
of implementing constructivism
.
45 Student will demonstrate knowledge of HDF 492 Self research In HDF 492, we were given a review of theories that we should be knowledgeable of, however, the
the Experiential Learning Model (Kolb) Experiential Learning Model by Kolb was not in the review, and so I took it upon myself to do my own
. research on the topic. The theory was written by David Kolb in 1984 and is divided into two levels; a
four-stage cycle of learning and four separate learning styles. Kolb stated that “Learning is the process
whereby knowledge is created through the transformation of experience.” The four cycles are concrete
experience, reflective observation, abstract conceptualisation, and active experimentation and the four
styles of learning are diverging, assimilating, converging and accommodating. Kolb describes effective
learning as a person progressing through each of the four stages of the cycle where a person has a (1)
concrete experience followed by (2) observation and reflection on that experience which then forms (3)
abstract concepts and conclusions which then are used to (4) test hypotheses in future situations
which results in (1) new experiences, and the cycle continues. Additionally, the learning theory says
that different factors influence a person's learning style and that people naturally prefer one learning
style. Diverging is feeling and watching, meaning people look at things from different perspectives and
tend to be imaginative and emotional. Assimilating is watching and thinking where people prefer
concise, logical approaches over people. Converging is thinking and doing where people find solutions
for practical issues and prefer technical tasks over people. Accommodating is doing and feeling, where
people are very hands-on and prefer to take a practical, experiential approach.
Mcleod, S. (2017, February 5). Kolb's Learning Styles and Experiential Learning Cycle. Retrieved from
https://www.simplypsychology.org/learning-kolb.html
of the Experiential Learning Model (Kolb)
.
47 Student will show knowledge of the HDF 290 In HDF 290, we learned about the Social Change Model of Leadership Development which was
“Social Change Model of Leadership published by Astin and the Higher Education Research Institute in 1994. The goal of the model is to
. Development” by Astin et al create a better world and a better society and that leadership can inspire this positive change. This
model is divided into three different levels of focus, which are individual values, group values, and
societal/ community values. There is also a list of the 7 C’s which are divided among the levels. The
first level has consciousness of self, congruence, and commitment. Consciousness of self means
being aware of the beliefs, values and attitudes that motivates one to take action. Congruence means
acting consistently, especially in regards to morals. Commitment means having motivation and passion
to work. The second level has collaboration, common purpose, and controversy. Collaboration means
to work with others effectively and in a group, common purpose means to be engaged and have
common values and goals, and controversy means to respect others viewpoints, to listen and resolve
conflicts. The third level has citizenship which is positive change on behalf of others in the community.
These are the seven C’s, and after following these, you arrive at the eighth C, which is change.
Change is the ultimate goal of the model.
Schultz, M. (2018, September 25). Introduction to the Social Change Model for Leadership
Development. Retrieved December 13, 2019, from
https://www.canr.msu.edu/news/introduction_to_the_social_change_model_for_leadership_developme
nt.
SEE Evidence #47
of the above theory (Astin et al)
.
49 Students will demonstrate knowledge of HDF 492 In HDF 492, we were given a review of leadership theories that we should be knowledgeable of, and
the “Leadership Identity Development one of those theories was the Leadership Identity Development Model by Komives et al. This theory
. Model” by Komives et al was written in 2005 and states that leadership identity occurs across a lifetime and goes through a
cycle with six steps which are awareness, exploration/ engagement, leader identified, leadership
differentiated, generativity, and internalization/ synthesis. The first stage, awareness, is where one
looks to authority figures and is aware of national figures. The second stage is where one begins to
develop self confidence and is a member in groups. The third stage is where one begins to take
charge in groups and takes on leadership roles. This is when one gains awareness of the value of
other members and is a key transition. The fourth stage is where one learns to let go of control and is
comfortable letting other members lead. The fifth stage is where one is concerned with developing
other members of a group and supports their leadership development. The final stage is where one
learns that leadership is a lifelong developmental process, and understands the complexity of groups
and how to engage in different roles and situations.

Komives, S. R., Mainella, F. C., Longerbeam, S. D., Osteen, L., & Owen, J. E. (2006). A leadership
identity development model: Applications from a grounded theory. Journal of College Student
Development, 47(4), 401-418.
50 Students will describe personal
application of the above theory. (Komives
. et al)
51 Students will demonstrate knowledge of
the Strengths-Development Model by
. Hulme et al
of the above theory (Hulme et al)
.
53 Student will demonstrate knowledge of BUS 441 During my senior year of college, I took BUS 441 which was a Leadership Skills Development course
behavior theories of leadership from and this course, we covered many different leadership theories, some of which were the behavior
. Michigan and Ohio State theories of leadership from Michigan and Ohio state. In the 1950s and 1960s, the University of
Michigan researched behavioral approaches and identification of leader relationships and group
processes. They found that there were two classifications of leaders which were employee-centered or
job-centered. Along with this, they also identified three critical characteristics of effective leaders which
were task-oriented behavior, relationship-oriented behavior and participative leadership. They
determined that when working in business, an employee-centered style coupled with general
supervision yielded the best results of work.
The Ohio State University Leadership study focused on determining behaviors that were indicative of a
strong leader. In the past, leaders were defined based on traits that they possessed, but this
leadership study was more focused on finding specific behaviors that effective leaders executed. They
created a survey of 150 statements and had various leaders take the survey to identify what types of
behaviors were most effective for leadership. Conclusions from this survey found that there were two
different groupings each with four behaviors. The first group was people oriented and focused primarily
on being approachable, equality among members, being accessible to the group and ensuring the best
for the members. The second group was task-oriented which focused on behaviors such as setting
expectations, setting standards for performance, planning tasks and maintaining an organized
structure. Both the Michigan and Ohio State studies are two of the best behavioral leadership studies
and are used in work to this day.
Boundless Management. (n.d.). Retrieved from
https://courses.lumenlearning.com/boundless-management/chapter/behavioral-approach/
of the above theories (Michigan & Ohio
. State)
55 Student will demonstrate knowledge of BUS 441 During my senior year of college, I learned about Charismatic leadership in my BUS 441 class which
Charismatic leadership was a Leadership Skills development course. The idea of a charismatic leader has been around since
. leaders have existed and there are countless examples of leaders having charisma, which comes from
the Greek word charis, meaning grace or kindness. The first recorded account of a proper leadership
theory about charismatic leaders came in 1922 and was written by Max Weber and published in
Economy and Society. The classical thinking of leadership and authority at the time was achieved
through self-interest, fear or habit, but Weber wanted to move away from those ideas and instead
thought that people follow a leader because they perceive them to be good, right or just. Weber
distinguished three models of legitimate leadership which were charismatic authority, traditional
authority and legal & rational authority. Focusing on the charismatic authority, this style relied on three
components which were the psychological dimensions, the social aspect and the relational dimension.
The psychological dimension referred to the inner qualities that a leader possessed or their innate
gifts. The social aspect stems from the idea that charisma can be taught or influenced by society,
family or even education. The relational dimension is the relationship between the leader and the
subordinate, meaning a leader has to prove their worth and charisma in order to be legitimate.
Charismatic Leadership Guide: Definition, Qualities, Pros & Cons, Examples. (2019, September 23).
Retrieved from https://www.cleverism.com/charismatic-leadership-guide/
of the above theory
.
57 Student will demonstrate knowledge of BUS 441 In my BUS 441 class, we learned about many different theories, one of which was the contingency
contingency approach to leadership by approach theory.
. Fiedler The Contingency approach to leadership was developed by Fred Fiedler in 1958 and states that a
leader’s effectiveness is contingent upon how their leadership style matches the situation. This means
that there is no best style of leadership and that a leader is effective when their style fits the situation at
hand. Fiedler created a Least Preferred Coworker Scale which is a list of questions designed to find
out what type of employee a leader would most likely work with and then gives a leadership style for
that. A high LPC score is a leader with good personal skills and is people oriented, whereas a low LPC
score is someone that is task-oriented.
Oakleaf, L. (n.d.). Organization and Administration in Recreation, Sport and Leisure Management.
Retrieved from https://oer.missouriwestern.edu/rsm424/chapter/contingency-theory-of-leadership/
58 Student will describe personal application BUS 441 LPC test In my BUS 441 class that I took my senior year of college, we learned about the Contingency
of the above theory (Fiedler) approach to leadership theory. For a homework assignment, we were told to take the Least Preferred
. Coworker scale test to determine whether we were people or task oriented. Upon taking it myself, I
found that I was somewhat even between the two, with being slightly in favor of task-oriented. When
we came to class, our professor recorded our scores and found that overall, the majority of people
were people-oriented and less were task-oriented. I would agree with the assessment that I received; I
am very task focused and logical when it comes to work, but I also am people-oriented and I typically
need to find a balance between the two.
59 Student will demonstrate knowledge of BUS 341 In BUS 341, Organizational Behavior, we learned about the Path-Goal theory by House which was
Path-Goal theory by House published in 1974. This theory is somewhat similar to the Situational Leadership model because it is a
. theory that chooses the leadership style that best fits the employee and work environment. The goal is
to increase the employee’s motivation, empowerment and satisfaction. This theory is not a very
detailed process, but it generally follows the following steps: determine the employee and
environmental characteristics, select a leadership style, and focus on motivational factors that will help
the employee succeed. House identified four types of leader styles which are directive, supportive,
participative and achievement. Directive is when the leader informs the follower of what is expected of
them, how to perform the task, etc. Supportive is when the leader makes work pleasant for the
followers by showing concern and being friendly. Participative is when the leader consults with the
followers before making a decision. Achievement is when the leader sets challenging goals for the
followers and expects them to perform at their highest level.
Path-Goal Leadership Theory. (n.d.). Retrieved December 13, 2019, from
http://www.nwlink.com/~donclark/leader/lead_path_goal.html.
of the above theory (House)
.
61 Student will demonstrate knowledge of HDF 492 Personal research In my HDF 492 class during my senior year of college, we were given a review of many leadership
Leader Member Exchange (LMX) theory theories that we should be knowledgeable of, however, the Leader Member Exchange theory was not
. by Dansereau, Graen & Haga; Graen & in the review, so I took it upon myself to research the theory for my own understanding.
Cashman; Graen The Leader-Member Exchange theory (LMX) was written in 1995 by Graen, and it describes how
leaders maintain their status and positions in groups and also how they develop relationships with
other group members that could help them grow or hinder their development. The model assumes that
leadership consists of many two way relationships that connect leaders to members and the quality of
these relationships is measured by trust, respect, support and loyalty. It also assumes that these
relationships automatically develop in groups and that the quality of these gives rise to two groups; the
ingroup and the out group. The in group members are given more responsibility and attention, whereas
the outgroup is given less attention and responsibility. This theory is rooted in the idea that leaders and
followers form relationships that can yield advantages.
Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of
leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level
multi-domain perspective. The leadership quarterly, 6(2), 219-247.
of the above theory (Dansereau, Graen &
. Haga; Graen & Cashman; Graen)
63 Student will demonstrate knowledge of HDF 492 Personal Research In my HDF 492 class during my senior year of college, we had a review of leadership theories that we
Leadership Substitutes Theory should be knowledgeable on, and the leadership substitutes theory was not in this review, and so to
. better my own understanding of leadership, I took it upon myself to research the topic on my own.
The Leadership Substitutes theory was written in 1978 by Kerr & Jermier and proposes that situational
factors may substitute for leaders, depending on the circumstance. Additionally, there are some
situational factors that can prevent a leader from taking action. These substitutes could be things such
as job design, a cohesive work group, or follower characteristics such as ability, training and prior
experience. Jobs that are clear and well thought out in their design should require little guidance and
inspiration from a leader. For example, a group that works well together and each has their own tasks
that they are responsible for will likely be capable of working without close supervision. This leadership
theory mainly recognises the role of the followers in the leadership process instead of the
characteristics and behavior of the leader. As groups and teams develop over time, group cohesion is
built, and the need for leaders declines.
ORG Module Unit 6: Leadership. (2010, April 1). Retrieved from
https://www.le.ac.uk/oerresources/psychology/organising/page_13.htm
of the above theory
.
65 Student will demonstrate knowledge of
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
71 Student will demonstrate knowledge of HDF 492 Personal research In my HDF 492 class during my senior year of college, we had a review of leadership theories that we
the “Cycles of Socialization” (Harro) should be knowledgeable on, and the Cycles of Socialization by Harro was not in the review, and so to
. theory and its uses in leadership better my own understanding, I researched the theory myself.
The Cycles of Socialization theory was written by Harro in 1982 and is meant to help people
understand the way they are socialized to play certain roles, how they are affected by oppression, and
how this oppressive system is maintained based on power. The cycle consists of three circles
connected by three arrows and a center. The first circle represents the situation in which we are born.
We have no control over where we are born or what the environment is and so we are either lucky to
be born into privilege or unlucky to be born into an unprivileged environment. The arrow from the first
circle to the second represents our socialization upon entering the world; boys are given blue things,
girls are given pink, and there are rules and norms that are in place. The second circle represents
institutions that shape our views such as religion, culture, etc, and instill bias/ prejudice or acceptance.
The second arrow leading to the third circle represents how ideas, beliefs and behaviors reinforce the
cycle of oppression; we are rewarded for good behavior but punished for bad behavior, or rebelling
against societal norms. The third circle is the results that this self-perpetuated cycle of oppression
produces which are silence, anger, guilt, violence, etc. The final arrow is a point where a decision must
be made; change, interrupt, rebel, take a stand, etc, in order to break the cycle. The other option is to
do nothing and let the cycle continue. At the center of the cycle, which turns the wheel, is fear,
misunderstanding, insecurity, confusion, etc.
Adams, M., Bell, L. A., Griffin, P. (1997) Teaching for
Diversity and Social Justice, New York: Routledge.
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
83 Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
. relationship to leadership
application of McIntosh’s theory
.
85 Student will describe the differences and
similarities of individual and institutional
. oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
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 HDF 492 Personal research In my HDF 492 class during my senior year of college, we had a review of leadership theories that we
the “Model of Intercultural Sensitivity” by should be knowledgeable on, and the Model of Intercultural Sensitivity by Bennett was not in the
Bennett and its uses in leadership review, and so to better my own understanding, I researched the theory myself.
The Model of Intercultural Sensitivity was created by Dr. Milton Bennet in 1986 and was meant to
explain the reactions of people to cultural difference. He observed in both academic and corporate
settings that individuals confronted cultural differences in some predictable ways as they learned to
become more competent intercultural communicators. He took these observations and organized them
into six stages of increasing sensitivity to cultural difference. The first three stages are ethnocentric,
meaning one's own culture is experienced as central to reality in some way. These three stages are (1)
denial of cultural difference, (2) defense against cultural difference, and (3) minimization to cultural
difference. The first stage is when other cultures are avoided and individuals are disinterested in
cultural difference. The second stage is when individuals are threatened by cultural difference and are
highly critical of other cultures. The third stage is when one’s own cultural worldview is experienced as
universal and other cultures may be romanticised. The second three stages are ethnorelative, meaning
one’s own culture is experienced in the context of other cultures. The second three stages are (1)
acceptance of cultural difference, (2) adaptation to cultural difference, and (3) integration of cultural
difference. The first stage is when people are curious and respectful toward cultural difference, but
might not agree with other cultures. The second stage is when experience of another culture expands
the worldview of the individual and one may start to see the world through a different set of eyes. The
third stage is when one’s experience of self is expanded to include movement between different
cultural worldviews.
Bennett, M.J. (1986). A developmental approach to training for intercultural sensitivity.
International Journal of Intercultural Relations 10 (2), 179-95.Bennett, M.J. (1993). Towards
ethnorelativism: A developmental model of intercultural sensitivity.
90 Students will demonstrate personal GER 305 Summer immersion program/ Before coming to college, my worldview was quite limited. I was from a relatively small town with little
application of the “Model of Intercultural international engineering house cultural differences and did not really think of other cultures much at all. Coming to college, there were
. Sensitivity” by Bennett many times where my worldview opened up to allow for different cultures. Something that really helped
me appreciate other cultures was majoring in the International Engineering Program (IEP) and
choosing to live in the IEP house. This was a house that housed students in the program as well as
international students that were studying at the University. These international students were from
countries like China, Germany, Spain, France, and other countries as well. Being able to live with
these students and interact with them on a daily basis really opened my eyes to how different cultures
can be and it made me very curious about the differences. They wanted to do things that were
stereotypically American to experience our culture and I wanted to learn things about them that they
experienced in their own culture. Living in this environment for two years and being able to interact
with so many different students from different cultures was an eye opening experience and it made me
want to learn more and understand and appreciate the differences.
After my first year living in the IEP house, I got an opportunity to directly experience another culture
first hand; I was going to go to Germany for a summer for an immersion program where I would live
with a german family in Berlin and study the language at a school there. I had never been out of the
country before and so this was an incredibly new experience for me and it was a bit scary as well. The
family I lived with was very welcoming and they wanted to include me in things regularly so that I felt
comfortable with them, and so I would go with them to the store, go to dinner, go for walks, etc.
In my german class, there were people of all ages from all over the world that also wanted to learn the
language and experience the culture. I made friends with people from France, China, the Netherlands,
India, and others as well. Outside of class, we would experience Berlin together and see
Sehenswürdigkeiten (sightseeing)and go to restaurants and bars together, it truly was an incredible
time. Something that I noticed about the german culture was that most germans are relatively direct
and to the point; they don’t use small talk and they don’t add niceties to what they say. Some were
also standoffish which I have heard was a stereotype, but it was something that I experienced there. I
found that after speaking german for so long, my personality became more german in a way; when I
spoke with germans, I also was more direct and straightforward and I would say things differently than
how I would say it if it was in english. Looking back, it was very intriguing how language can have such
an affect on my sense of self.
By the end of my program there, I had grown accustomed to the city and the culture and I knew my
way around the city, and I felt like I belonged there in some way. I truly gained a deep appreciation for
the difference in culture and I valued the time that I was able to spend there.
Overall, I would say that I am in the Adaptation to cultural difference stage where I have expanded my
worldview to include other cultures and I can appreciate the differences in culture. Additionally, I
definitely began to see the world through the eyes of a german when I was there, which was very
interesting to me.
SEE Evidence #90
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 BUS 441 Leadership is an Art by Max DePree My personal code of inclusive leadership is as follows: I will be committed to building a diverse and
inclusive leadership inclusive environment where everyone feels empowered to freely express their opinions, and I will be
. open-minded and culturally intelligent to those that might not share my views. During my senior year of
college, I took BUS 441 which was a leadership skills development class and in this class, we read the
book Leadership is an Art by Max DePree. This book was truly an inspiring read with so much useful
information and insight about leadership and something that DePree wrote about often was how
leaders must be focused on their followers and building them up to reach their fullest potential. He
wrote about how everyone has unique gifts and how everyone has something valuable to offer in each
situation, and he truly believed in being an inclusive leader. This book taught me a lot about leadership
and made me reflect on my own style of leadership and I realized that I need to act more like an
inclusive leader and focus on those around me rather than myself.
Outcome Category: Critical Thinking
98. Student will show knowledge of principles BUS 249 In my senior year of college, I took BUS 249 which is an entrepreneurship class about using the Lean
of critical thinking and fallacies (logic is Startup method to build a startup company. In this course, we learned about how typical companies
used in this minor) use critical thinking to analyze a sector of the market that they wish to grab hold of. Some principles
of critical thinking that were learned from this are as follows: dispositions, criteria, argument,
reasoning, and point of view. Dispositions means that critical thinkers must be skeptical and
open-minded and must be open to change positions based on reason. Criteria is applying certain
criteria and having conditions be met for something to be deemed believable. Argument is supporting
statements with evidence. Reasoning is the ability to infer a conclusion from one or multiple sources.
Point of view is the ability to view situations from many different points of view. We learned that those
who start businesses must be very good critical thinkers and use these principles often in order to
have a successful outcome.
Critical Thinking and Problem-solving. (n.d.). Retrieved from
https://www.utc.edu/walker-center-teaching-learning/teaching-resources/ct-ps.php
99. Student will demonstrate proficiency of EGR 325 In my Engineering Entrepreneurship class (EGR 325) we had to research a problem that exists and
critical thinking then create a solution for that problem. The goal was to create a product that would solve a problem
that many people have so that we could market and sell our product, since the class was about
engineering entrepreneurship. We brainstormed many different ideas of problems that exist, and we
ended up choosing eye exams; the problem being that the most common way to take an eye exam is
by going to the doctor, which takes a lot of time, and many people do not have the time or the ability
to do this. Our solution to this problem was to make eye exams free and accessible for the public. Our
idea was to create an eye exam kiosk similar to a Dr. Scholl’s kiosk that would allow people to test
their vision for free and stores that sell glasses would purchase or rent our kiosk. This solution
involved a great deal of critical thinking and teamwork in order to finalize our idea. Through this
experience I learned how to critically think about problems that many people face and consider
creative solutions to address these problems.
SEE Evidence #99
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of HDF 290 Clifton Strengths In general, I am very critical of myself and am always looking for ways that I can improve myself and
metaphorical analysis to critically analyze do things better. I take each failure as a learning experience for what I can do differently the next
. self and leadership situations time. In HDF 290, we took the Clifton Strengths test which was the first time that I had taken a test
that gave me such in-depth analysis about my strengths. I had taken things in the past such as MBTI,
Values assessment, and so forth, but the Clifton Strengths really gave me an in-depth look at
strengths that I had never thought about before. My top strengths are competition, restorative,
individualization, analytical and achiever. It was no surprise to me that competition was my top
strength; I am incredibly competitive in almost every circumstance, which has its pros and cons. It
was also no surprise to me that I got analytical and achiever; I have a very problem-solving focused
and logistical mind and I am always analysing situations, and I also take on many things at once and
want to do the best I can in every situation. What was a surprise to me was the restorative and
individualization strengths simply because I had not heard of them before. After finding out that they
are essentially problem solving and recognizing unique qualities in each person respectively, it made
more sense as to why they are in my top strengths. After I looked more into my top strengths, I
started to analyze what they mean for me as a leader and how I can use them to better myself as a
leader. Based on my strengths, I am a very driven person who loves to look for and solve problems,
as well as being good at collaborating with people and finding ways that each person can contribute
to a goal. Understanding my strengths was a key step in me analyzing myself and how I can become
a better leader, and after learning more about them, I feel more confident in my abilities.

102 Student will show knowledge of at least MCE 401/402 In my senior engineering capstone class that I took my fourth year of college, there were many times
five decision making methods where we used decision making methods to reach a consensus, and as such, I learned many new
. ways that one can make decisions. The first way, and perhaps the most common, is a simple voting
method, which involves each member of a group raising their hand or writing in their opinion for what
option they believe is best. The second method is a ranking method, which is used best when there
are multiple options to choose from. Each group member will rank their choice from highest to lowest,
and then these scores will be collected and whichever option received the highest score, is the
winning decision. A third method is a more in-depth scoring method, where group members will rate
options on multiple elements, such as design, effectiveness, etc. This is best used when there are
many different factors to consider. A fourth method is to use a T-chart for comparing the pros and
cons of decisions. On one side goes the pros and on the other side goes the cons, and then both the
pros and cons are taken into consideration to determine the best decision. A fifth method is a
cost-benefit analysis which is used when a decision will have a financial ramification with each option.
This is used to see what decision makes the most sense from an economic perspective.
103 Student will describe personal examples of MCE 401/402 EGR 325 In my senior engineering capstone class, there were many times that we had to make group
having used five decision making methods decisions and we used many different methods for making these decisions. The first method that I
. used in the class was a scoring method to determine what project I would be assigned to. Our
professor had us fill out an extensive questionnaire which had us list our top five projects that we
wished to work on and also list what qualities we could contribute to each project. From there, he took
our answers and assigned us to teams where each person had a unique skill to bring to the team.
The next decision making method that I used was an in depth rating method to determine what
concept our team would use for a prototype. Each team member created thirty design concepts and
then we compiled these concepts into a large spreadsheet and ranked each concept based on its
design, effectiveness, ease of use, etc. By doing this, we were able to greatly reduce the amount of
concepts that we had and narrowed them down to the top rated idea. This brings me to the third
decision making method which was a T-chart. We each took the handful of top rated concepts that we
decided on previously and wrote down pros and cons of each concept. From there, we were able to
see what the best concept was. After finalizing our design concept, we had to build a parts list to
create a prototype, and we had a budget that we had to meet. So for the fourth decision making
method, we had to do a cost-benefit analysis of parts that we needed to purchase. Due to our limited
budget, we had to make sure that the parts we bought would be economical.
The fifth decision making method that I have used was in my engineering entrepreneurship class. We
were assigned teams based on major and areas of expertise to make teams well-rounded, and our
first task was to determine what problem we would be solving. So we each brainstormed several
ideas and then came together and voted on the best one. This was a simple process of each of us
saying yes or no for each problem, and then had a brief discussion if there were mixed opinions.
Looking back, there are many times where I have had to use decision making methods to determine
the best solution or option for something and each method has its purpose.
104 Student will show knowledge of at least BUS 341 In my BUS 341 class, we learned a lot about organizational behavior and how organizations function.
five problem solving / conflict management In this class, we also discussed how to manage conflict and some different styles of conflict
. methods, as well as understanding the management. These styles include collaborating, competing, avoiding, accommodating, and
roots of conflicts compromising. Collaborating is when people attempt to work with others to identify a solution that fully
satisfies everyone’s concerns. Competing is the opposite of this, where one is unwilling to cooperate
and is only focused on their own concerns, and is generally not a great style to use in business.
Avoiding is when people avoid conflict and are generally unassertive and rather not deal with the
issue. Accommodating is where one wants to satisfy the other person and is willing to self-sacrifice to
get there. Compromising is where one wants to find a mutually acceptable solution that partially
satisfies both parties. Conflicts arise in the first place usually due to poor communication or a lack of
communication.

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)
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
109 Student will demonstrate knowledge of CSV 302 In CSV 302 that I took my senior year of college, we did a listening activity that showed us how to be
active listening techniques better at effective listening. The activity was rather simple; we were paired up with a classmate and
. then one person was told to tell the other person a story about their week. The role of the listener was
to actively listen and not say a word. After each group was finished, the ones that told the story were
asked to say what they felt like with the listeners not giving any sort of feedback, and most said that
they wished they were given some sort of feedback or reassurance. We did this activity again, except
this time, we were given a list of things to think about which were giving verbal affirmation, asking
open-ended questions when necessary, and waiting patiently to disclose an opinion if needed. This
time around, the speakers said they felt like the listeners were actively paying attention and it felt good
to be recognized. The takeaways from this activity were that active listening skills are very important
and some techniques are verbal or nonverbal confirmation, paraphrasing, and asking open-ended
questions.
110 Student will describe examples of using GER 408 In my german language class that I took my fall semester of my fifth year, one project was to teach a
active listening skills 50 minute class about an assigned topic in german. There were five groups made and for each
. presentation, the students that were not presenting had to intently listen and pay attention to the
presentation and take detailed notes because for homework, we had to write a reflection on the
presentation. The first presentation was about the differences in the Berlin dialect compared to the
standard german dialect, and the group spoke about the history of the dialect, variations in
pronunciation, and did several activities about the differences. I took very detailed notes and listened
intently to the presentation. After the presentation was over, I wrote about my thoughts on the
presentation as well as what I learned from it and what I thought the group did well. These
presentations were great practice for our listening skills, particularly because it was in a foreign
language, and I learned a lot of interesting information from them.
SEE Evidence #110
functions of group communication by
. Hirokawa
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques COM 100 During my senior year of college, I took COM 100 to fulfill a requirement for my leadership minor. In
regarding giving and accepting of feedback this class, we had to give several different presentations, and after each presentation, our professor
. would ask one student to give oral feedback to the student that had just presented, and then after, our
professor would give oral feedback, and then written feedback afterwards as well. A good technique
that was taught for giving feedback was what our professor called the sandwich technique. This is
when you start your feedback with something positive, and then you give some critical feedback for
improvement, and you end with another positive. This makes sure you are giving both critical and
positive feedback to the presenter. A good technique for accepting feedback is to carefully listen to
what the feedback is, or read it carefully if it is written. You should take notes of what can be improved
on so that it can be worked on for the next time. This does not just apply to presentations, but in all
cases where feedback is given.
114 Student will describe examples of giving Resident Assistant Evaluation During my fifth year, I was a Resident Assistant (RA). Part of being an RA is evaluating the Housing
and accepting feedback. and Residential Life (HRL) department as well as getting evaluated by your Hall Director. During my
. evaluation of HRL, I gave a good amount of constructive feedback on how they can improve the RA
position, specifically towards creating programs and compensation for work. I stated that the programs
with the highest attendance rate were social or fun programs, and those with the lowest attendance
were educational programs, and I proposed that because of this, more social programs should be
allowed to encourage interaction with residents. As for my own evaluation, my Hall Director evaluated
my performance as an RA and discussed my results with me. They explained that it is very hard to go
above and beyond in the position, and so because of that, most of my scores were satisfactory
because I met the job requirements. They told me that an area that could be improved upon is with
submitting applications, as some of mine had been submitted late.
SEE Evidence #114
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
.
119 Student will demonstrate knowledge of CSV 302 Orientation Team In my CSV 302 class, one focus of the class was sharing with our other peer URI 101 leaders what
facilitation techniques activities we facilitate in our URI 101 sections, so that we all can learn from each other and apply
. people’s techniques to our own class. One facilitation technique that I learned from a peer in CSV 302
was a one-word check-in, where at the start of class, you go around the room and each student gives
one word to describe how they are doing. If the word is positive, then you give them encouragement
and move on, but if it is slightly negative, then you can talk with them about it. This was a great way to
engage the class and connect more with the students. An additional experience of learning facilitation
techniques was from the Orientation Team. During our spring semester training, each week a group of
leaders prepared an icebreaker that they would facilitate to the team, and there were about 11 groups
which meant we had lots of experience seeing a group facilitate an activity that we could learn from
and also provide feedback to help them develop their own techniques as well. This weekly facilitation
really gave me lots of useful techniques that I was able to take and use later on.
SEE Evidence #119
120 Student will demonstrate proficiency of CSV 302 URI 101 In my CSV 302 class, we regularly discussed ways to engage our URI 101 class and facilitate
facilitation techniques activities. One activity I learned from a peer of mine in CSV 302 was a time management activity that I
. decided to adapt and facilitate in my own URI 101 class. The activity had two parts: the first part had a
series of tasks that the students ranked in order of importance from 1 to 10. The second part was an
activity where each student discussed with each other how they would spend $86,400 on experiences,
and then I told them afterwards that this is how many seconds you have in a day, and related that to
the first activity with time management. The activity went very well; the students were very engaged
and they really reflected on their time management skills and involvements after this activity. This
activity was a great experience for me facilitating a group.
SEE Evidence #120
121 Student will demonstrate knowledge of HDF 290 HDF 290 retreat In HDF 290, we did several different activities during the class retreat. After each activity, there was a
de-briefing techniques debrief that followed for us to reflect on the activity that was just completed. Some techniques that
. were used for debriefing include asking lots of open-ended questions; you should never be talking at
people, but rather talking with people. Some types of questions that were asked were “what”, “so what”
and “now what” questions, such as “what happened during this that made you feel good?” “what made
this difficult?”, etc. A good rule to follow is that the one that is de-briefing should be speaking the least
of the group, and the majority of the talking should be by the group answering the debrief questions.
Another important technique is responding to comments in a neutral, but supportive way. You want to
make sure that each person feels like they added value to the conversation without making others feel
like there is nothing more to add. Thanking people for their response is a good way to do this.
122 Student will demonstrate proficiency of CSV 302 In my CSV 302 class that I took during my senior year, one assignment that we had was to give a 30
de-briefing techniques minute presentation to the class in small groups and in that presentation, we had to include an activity.
. For my group, our topic was on Healthy Relationships and for our activity, we had the class split into
pairs and read several different prompts about a relationship. They then had to discuss with their
partner if they thought the relationship was healthy or unhealthy and then give advice for how it can be
improved. After the activity, we gave a debrief where we asked them how the activity made them feel,
what it made them think about, what was challenging about it, and what they took away from the
activity. These questions sparked a very great class discussion and many of the classmates shared
their thoughts and feelings. We made sure not to ask too many questions for the debrief and gave
plenty of time for everyone to share that wanted to, and it turned out to be very effective.
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

of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing BUS 249 During my senior year of college, I took BUS 249 which was a class for my entrepreneurship minor
meetings / setting agendas / and leading focusing on the Lean Startup method. We were divided into teams and had to create a startup
. meetings company for the class. I was chosen to be the team captain of our group and as such, I had to
schedule meetings for us all to get together and go over upcoming assignments that we had to
complete. Our professor gave us some information about how team meetings should be used; she was
of the mindset that they should not be long so as not to waste people’s time, and they should be
focused on assigning tasks for each member as well as discussing information that could not be done
efficiently over email or messaging. This was helpful information as it meant that our group only had to
meet periodically and we chose to meet once per week. As suggested, our meetings were quick and
focused on assigning tasks to each member to be completed over the course of the week. We would
go over any questions that people had and then either work together or work separately from there.
Meetings should be used to go over necessary information that each member of the group needs to
hear and the time should be used wisely and productively.
128 Student will describe personal examples of MCE 402 In my engineering capstone class (MCE 401/401), I was the team captain of my group, and every
organizing meetings / setting agendas / week, I had to submit a weekly progress report to our company and our professor to detail the
. leading meetings progress we had made. As the team captain, I also scheduled weekly meetings with my team to
discuss the plans we had for that week and to delegate responsibilities to every person in the group.
My team relied on me to know what our next plan was and what we needed to do to get there. The
project that we worked on was very difficult and it was stressful at times thinking and planning
everything that we had to do, but that is why I had a team that could assist me and take some of the
responsibilities. An example of a weekly progress report can be seen in the evidence section.
SEE Evidence # 128
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques BUS 341 In my BUS 341 class which was about Organizational Behavior, one topic that was discussed was how
for working with difficult people workers can go about working with difficult coworkers. Working at any job presents the risk for having
. difficult coworkers and there was a lot of information on the subject. Some techniques for working with
these people include discussing the problem directly with the individual, talking to a friend, diffusing the
situation, being bigger than your coworker, and lastly, going to your boss. Discussing the problem
directly is a straightforward approach, and oftentimes, a calm discussion can help sort out differences.
Speaking with a friend about the situation can be useful as well, as they can offer an unbiased opinion
of the situation and also allow you to vent your frustrations. Diffusing the situation can be done with
humor for example, meaning to try and tell a joke or show a humorous side to diffuse tensions. The
bigger than them approach is when you act friendly and polite to them at all times, regardless of how
they treat you, as you can attract more flies with honey than with vinegar. Lastly, going to your boss is
usually a last resort where tensions are so high that your job is not being accomplished. Oftentimes
your boss will find a solution.
Liu, J. (2017, June 13). 9 Tips for Handling a Difficult Coworker. Retrieved from
https://www.thejobnetwork.com/9-tips-for-handling-a-difficult-coworker/
131 Student will describe personal examples of BUS 249 In my BUS 249 class, which was a course about working with a team to create a startup company, I
using techniques to work effectively with had one teammate that refused to do any work for the group. We had a team of six members total,
. difficult people which was the highest in the class, and so we distributed work evenly among the members so that no
one person had too much work to do at once. This one teammate in particular rarely responded to our
group messages, did not show up to our group meetings, and would constantly be on their phone
during class time when we were working on the project. Myself and others approached this individual
multiple times asking if they needed help doing work, or asking if they were getting our messages, and
they reassured us that they did get the messages and they did not need help. After this, there still was
no sign of life from them, and so we decided to approach our professor with this issue to let them know
about the situation. They met privately with the teammate and after several discussions, the teammate
decided to drop the course. This individual had not contributed any work to the project and so the
professor would have no choice but to give them a failing grade, and so the student opted to drop the
course instead. This was not the outcome I had expected or wanted to happen, but regardless, it was
a resolution to our issue. In conclusion, having a straightforward and honest discussion with them did
not yield any changes and offering them help also did not change anything and the only way to solve
our issue was to go to our professor to handle the situation.
132 Student will show knowledge of the stages HDF 290 BUS 341 In HDF 290, we learned about the stages of group development by Tuckman, Jensen, Bennis and
of group development (Tuckman/Tuckman others which was first published in 1965 and later edited in the 1970’s. I first heard of these stages in
. & Jensen, Bennis or others) my BUS 341 class about organizational leadership. There are five stages of group development. The
first stage is the forming stage, where the group is formed and individual roles and responsibilities are
unclear, other than the leader. The next stage is the storming stage where conflict may arise and
people may disagree, and the leader must help resolve conflicts. The next stage is the norming stage
where things start to come together, and everyone starts contributing and working as a unit. The next
stage is the performing stage, where the end goal is in sight and everyone is on the same page
working together to complete the goal. The fifth and final stage is the adjourning stage, where the task
is complete and the group disbands.
5 Stages of Team Development. (n.d.). Retrieved December 13, 2019, from
https://toggl.com/stages-of-team-development/.
SEE Evidence #132
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or
others).
134 Student will show knowledge of group
roles and how they contribute to group
. dynamics (Johnson & Johnson; Benne &
Sheats; Knowles & Knowles; etc.)
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
memberships skills in groups
.
membership skills in use
.
138 Student will show knowledge of the HDF 492 Personal research In my HDF 492 class, we were given a review of many different leadership theories that we should be
Challenge and Support theory by Sanford, knowledgeable on, and I noticed that the Challenge and Support theory by Sanford was not on the list,
. and its relationship to organizations and so to better my own understanding, I decided to research it myself.
The Challenge and Support theory was written by Sandford in 1962 and the basic idea for this theory
is that in order for a person to grow, they need a balanced amount of challenge and support. An
example of this is tying a child’s shoes; if you were to tell them to tie the shoes themselves (challenge
them) then they would most likely try and then not know how and fail. If you were to tie their shoes for
them each time they asked (support), then they would likely never learn to tie the shoes on their own,
and therefore there needs to be a balance between the challenge and the support. A visual guide for
this theory is a graph with Challenge on the y-axis and support on the x-axis, and growth is the
function on the graph, and thus it relies on both challenge and support. In some cases, people need to
be more challenged in order to grow and in other cases, they need more support. It is highly
dependent on the person and the task at hand. This relates to organizations in many ways because for
the most part, employees need to be trained to do their job or new tasks, and if they are not trained,
they might not be able to do their job. However, if a supervisor did their job for them every time without
teaching them, then they would never learn, and so there has to be a balance between the challenge
and support aspects.
Sanford, N. (1962). The American college. New York: Wiley.
139 Student will describe personal examples of MCE 401/402 In my engineering capstone class, I used the challenge and support theory with my two teammates to
using the theory of Challenge and Support varying degrees of success. One of my partners, Mike, needed to be pushed, or challenged, to take on
. (Sanford) work, but once I gave him a slight nudge in the right direction, he was able to complete tasks and
usually did them well. He needed very little support and a good amount of challenge. As for my other
teammate, Samson, he needed a lot of support in order to start working on tasks and typically would
ask for help and direction on most assignments. I always agreed to help him because I wanted to
complete our project, but looking back, I think I gave him too much support, because he never grew
enough to take on work by himself or see an assignment through from beginning to end without
needing help. If I challenged him more after initially supporting him, he might have grown more and
contributed more to our team.
140 Student will show knowledge of the HDF 290/ COM In several classes, I have had to write and give informative as well as persuasive speeches. In HDf
construction / elements of informative and 100 290, I gave a persuasive speech on education systems of the US and Finland, and by doing this, I
. persuasive speeches know the construction of a persuasive speech. The first step is to have a goal in mind which is to
persuade the audience to do or believe something. That goal should be the center point for the
speech. Secondly, it is important to know who your audience is so that way you can use material and a
format that is most likely to persuade them. You want to also put emphasis on the audience since the
goal is to persuade them, therefore you should engage with them frequently. It is important to make
yourself credible immediately in the introduction and to build on that throughout the speech, specifically
with lots of good examples to support your point. Lastly, practice makes perfect, so practice a lot.
As for informative speeches, I have had to do these in many classes, such as HDF 290 and COM 100,
and the parts for an informative speech are as follows. The first step is to narrow down on a topic and
make it as specific as possible so that the audience can remember it and also make sure it is
appropriate for the audience you will be presenting to. The next part is to research your topic and
prepare an outline for the speech, typically consisting of an introduction, body, and conclusion.It is also
important to create a solid purpose statement from which the speech will revolve around.. An important
aspect of the speech is the delivery; you want to be credible and also have good body language.
Lastly, as with all speeches, practice is the key to success and so you should practice as much as you
can.
141 Student will demonstrate proficiency in HDF 290 In my HDF 290 class, we had to give many presentations on various topics, and one presentation had
informative and persuasive public to be either an informative or persuasive presentation about US education. I chose for mine to do a
. speaking persuasive presentation on the differences between the education systems of the US and Finland.
Since this presentation was a persuasive presentation, the goal was to convince the audience to agree
with the viewpoint that I was presenting, which was that standardized tests are failing the american
education system and we need to standardize hiring teachers and funding schools instead of
standardizing tests. Based on the score that I received for this presentation, I would say that I was
successful. An example of an informative presentation was the presentation we did about local
business owners where I chose to present about a local apothecary owner Eileen Wynne. In this
presentation, I spoke about Wynne’s background, mentors, her business, personal philosophies,
moral, ethical and legal issues and other things as well. This presentation taught me how to be very

efficient with my time and word choice, as there was a lot of information to cover in a short period of
time.
SEE Evidence #141
142 Student will show knowledge of planning EGR 325 In my engineering entrepreneurship class (EGR 325) we had to prepare and conduct several
and conducting interviews (as the interviews per team member so that we could gain information to help our project. To prepare for these
. interviewer) interviews, our professor gave us several tips about how to conduct an interview. The first step is to
prepare a list of questions to ask the interviewee, however, one can add follow up questions as
needed and use the questions as guiding questions. It is important for the questions to allow for long
answers rather than one word responses. It is also important to not suggest answers in your questions.
Be sure to actively listen to the answers and ask follow ups as needed as well as look for nonverbal
cues. After learning about these techniques to conduct interviews, it made the interview process for the
class a lot easier to complete.
143 Student will describe personal examples of EGR 325 In my engineering entrepreneurship class (EGR 325) we had to find a problem that exists for many
planning and conducting interviews (as the people and create a solution to that problem. Part of this involved us conducting empathy interviews
. interviewer) with people that are affected by our chosen problem. Our problem that we chose was the accessibility
of eye exams and so we planned to talk to people that wear glasses and thus have to regularly take
eye exams. We sought out several different people that regularly take eye exams and asked them
questions about their experiences with setting up appointments, going to the doctor, experience while
at the appointment, anything they wish could be improved upon, etc. All of these questions were asked
so that we could better understand the problem from someone that has experience with it. From these
interviews we learned that the entire process of getting an eye exam is quite extensive, but some
people do like the human interaction and connection they have with their doctor.
SEE Evidence #143
144 Student will show knowledge of preparing BUS 341 In BUS 341, while learning about organizational behavior, we also had one class devoted to learning
for and effective answers in interviews (as how to prepare for an interview. In this class, we were given a list of steps to take to prepare for an
. the interviewee) interview and what one should do at the interview. The first step is to analyze the job description and
match up the job requirements with your qualifications. You should also create a set of examples from
past experiences that show your qualifications. Next, you want to research the company and try to get
as much information as you can. You then want to practice common interview questions as well as
questions you think you might be asked. This will give you a chance to rehearse and practice your
answers for when the interview comes. You want to give yourself plenty of time preparing for this and
practice as many questions as possible so that you are ready for any question they give you. Finally,
you want to dress appropriately for the interview, arrive early and be personable.
145 Student will describe personal examples of Personal experience Over the years, I have interviewed for many different positions. One specific example of preparing for
preparing for and being interviewed an interview happened the spring semester of my senior year at college. I had applied to Boston
. College and URI for their master’s programs in Higher Education and I was invited to interview day for
both of them. This gave me an opportunity to apply for assistantships at both colleges with varying
degrees of compensation and experience offered. I applied to four positions at Boston College and I
had two interviews on the first interview day and then two on the next. To prepare for these, I took
some time at home and looked over the assistantship descriptions and thought of experiences and
skills I had that I could speak on. I then did some background research on the departments that the
assistantships were in to try and gain any extra bit of information that could help me. I was able to find
some useful information about two positions and I even spoke with a current masters student and they
gave me some interview tips. On interview day, I made sure to calm my nerves and not stress over the
interviews, and when I got to the interviews, I was not nervous at all and did very well. It was very
important to practice and think through questions ahead of time so that I was prepared to answer
questions at the interview.
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
151 Student will describe personal examples MCE 401/402 In my senior engineering capstone class, I was the team captain of my group. When we first received
related to maintaining accountability as a our group, I was the first one to reach out to the other group members and talk about what our plans
. leader were for our project. We had to have team roles decided by the next class time, and so during our first
meeting, both my teammates thought I should be the captain just because I was the most eager out of
the group and they did not want the responsibility that came with it. I did not mind the responsibility, but
I also needed to make sure that our project stayed on task and we did not fall behind in work. To
maintain accountability, I set weekly goals for our group that each team member had to meet. Typically
I would have to reach out to my teammates and make sure they were working on their parts, and this
worked well enough.
152 Student will describe ways to build
relationships between leaders and
. members
153 Student will describe personal examples of Orientation team During my second year as an Orientation Leader, I was given the position of Team Leader, which
building relationships with members as a meant I would get my own team of new leaders to mentor and be a resource for. When we got our
. leader teams, I knew I had to reach out to all of them and start forming a bond between us, and so we
planned to all go out to dinner together. This was a good first bonding experience and we got to chat a
lot about what we were excited for and they had lots of questions that I could answer. Throughout the
semester, we would regularly talk in a group chat, and I would meet up with them individually and as a
group and keep building on our relationships. By the time summer came around, we were already fairly
close, but the proximity of living together really allowed us to grow our team further. We did everything
together from training, to practicing, eating meals, etc. I think the biggest thing with building and
maintaining a relationship as a leader is to be personable, approachable and caring and I did those
things as much as I could.
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 HDF 290 In my HDF 290 class, we talked a lot about leadership and what it means and takes to be an effective
leadership leader. During one class, we were shown a video about a man that was dancing in a park by himself,
. and after a few minutes, another person joined the man and started dancing as well. People stared at
the two people dancing and thought it odd, but then another few people started to join them, and then
more, and then the flood gates opened and everyone ran into the crowd and joined the dance. This
was a great social experiment, but it was also a great lesson in influence; the first lone man dancing
influenced the first person to join him and then they had the formation of a group instead of just one
person. Influence is very important to leadership because leaders must influence others to follow them
or support their ideas. If leaders have no influence, then they have no one to follow them. The same
goes for the video; if no one joined the first man dancing, then there not have been any large group
form, but after someone joined in, others saw the two of them and were influenced to join and have
fun.
158 Student will describe principles of effective CSV 302 In my CSV 302 class, we learned about how to be an effective mentor for our URI 101 students. We
mentoring, as well as problems particular started by brainstorming what we thought an effective mentor was and did, and then we had a
. to the mentoring relationship discussion on what we said. Afterwards, our instructor gave us some key things that an effective
mentor does which are as follows: ability to communicate, approachability, preparedness, honesty, and
compassion. All of these things are important for a mentor to be effective, especially in a role where
you are mentoring new students at a university. Some problems that can be associated with a mentor/
student relationship are picking favorites, where you speak more often to several particular students
and ignore or do not engage with the others. Another issue could be crossing the line and becoming
too close with students in a mentor role. This is especially important to avoid because as a mentor, you
are a resource for others and you need to have credibility in the role, and if you are too close with a
student, you could lose your credibility.
159 Student will describe personal examples of CSV 302 Theta Tau I am a member of the professional engineering fraternity Theta Tau, and for two semesters I was the
mentoring and being mentored New Member Educator. As the New Member Educator, it was my responsibility to build a curriculum to
. mentor the new class of prospective members and guide them through the new member process. I
held weekly classes for them where I taught them information that they needed to know to become a
member, I held bonding events for them and helped them through the entire process. I learned a lot
about being a mentor and was able to grow and challenge myself in this position. An experience where
I was mentored was in CSV 302, which is the class that URI 101 mentors take. In this class, our
professor Kim Stack was our mentor who made sure we knew what to do in our own URI 101 section.
Each class she would ask us how we were doing personally and in our URI 101 section, and if we
were not doing well or had questions, she would always have answers or advice for us. Additionally in
this class, she would go over the curriculum in depth with us for our URI 101 sections so that we
always were prepared to teach our next class.
SEE evidence #159
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples CSV 302 URI 101 As a URI 101 mentor, I had to take the class CSV 302 where we learned about being a mentor for our
related to being a peer leader and being first-year students. This class was filled with other URI 101 mentors as well and in each class, we
. led by peers would discuss how our URI 101 section was going and offer each other feedback if needed. For this
class, one of our assignments was to teach our CSV 302 class and prepare a 30 minute presentation.
We would present on a topic that was given to us that related to what we would be presenting to our
URI 101 class, and so many of the classes in my CSV 302 class were led by my peers in that class. At
the end of each presentation, we would offer the leaders feedback on what they did well and what they
could improve upon. One group taught us studying tips and time management, and some feedback we
gave them was to use an interactive activity that got the students engaged. When it was my group's
turn to teach the class, we presented on healthy relationships and during this presentation, it was one
of the first times that I was completely confident in my public speaking skills and I was not nervous at
all. There was very little feedback for our group.
SEE Evidence #161


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LEADERSHIP

Name: Aidan Votaw

Leadership Inventory Revised 08/22/2017 1

ADVISING INFORMATION ​(students will include own documentation)

Leadership Inventory Revised 08/22/2017 2

CSLD Mission Statement

CSLD Vision Statement

CSLD Values Statement

MINOR IN LEADERSHIP STUDIES

Leadership Inventory Revised 08/22/2017 3

MINOR ELECTIVES-9 credits

Leadership Inventory Revised 08/22/2017 4

Leadership Inventory Revised 08/22/2017 5

Leadership Inventory Revised 08/22/2017 6

Leadership Inventory Revised 08/22/2017 19

Leadership Inventory Revised 08/22/2017 22

Leadership Inventory Revised 08/22/2017 24

Outcome Category: Critical Thinking

Leadership Inventory Revised 08/22/2017 27

Leadership Inventory Revised 08/22/2017 28

Outcome Category: Interpersonal and Organizational Concepts & Skills

Leadership Inventory Revised 08/22/2017 31

Leadership Inventory Revised 08/22/2017 34

Leadership Inventory Revised 08/22/2017 37

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ADVISING INFORMATION (students will include own documentation)