LEADERSHIP

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

Name: Kevin Jegede

Date Enrolled: January 2023
Date of Graduation: Spring 2026

*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

Leadership Inventory Revised 08/22/2017 2

CENTER FOR STUDENT LEADERSHIP DEVELOPMENT
Office: Memorial Union Room 210 Phone: (401) 874-2726 Fax: (401) 874-5317

CSLD Mission Statement

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

CSLD Vision Statement

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

CSLD Values Statement

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

MINOR IN LEADERSHIP STUDIES

At URI, we are among only a handful of colleges and universities across the country that offers a Minor in Leadership Studies and one that is customized for each student. We
utilize a cross-disciplinary approach to leadership education designed to complement your academic studies. All courses utilize a variety of teaching methods but ultimately include
some form of experiential learning, practical application, and reflective learning. Employers, now more than ever, are seeking candidates with exceptional skills in the areas of
interpersonal and group management, problem solving, critical thinking and effective communication.  We can help with all of the above.

GENERAL INFORMATION
 Regardless of your major, you can minor in Leadership Studies.
 Requirements may be satisfied by completing 18 or more credits related to leadership and offered by more than one department.
 Twelve (12) of the 18 credits must be at the 200 level of instruction or above. A course grade of “C” or better must be earned in each graded course. At least 12 of the credits
must be earned at URI.
 No course may be used to apply to both the major and minor fields of study. Courses in General Education or for other minors may be used for the minor* (*this does not
apply to students in the College of Business). With the exception of internship credit, all courses for the minor must be taken for a grade. The Introductory class must be taken
before the internship and the capstone course.
 Application for the minor must be filed in your academic dean’s office no later than the beginning of the final semester or term.
 Approval of the minor does not guarantee that the suggested courses will be available to you on a schedule correlated with your graduation plans nor guarantee space in any
required course.
Leadership Inventory Revised 08/22/2017 3
CORE REQUIREMENTS- 9 Credits
Required Element Class options Notes

Introductory Course HDF 190: FLITE Only offered in spring for first-year students
3 credits or
HDF 290: Modern Leadership Issues Offered Fall and Spring for sophomores & juniors

Internship HDF 417: Leadership Internship Requires 40 hours/credit with a min. of 80 hours & a max. of 120 hours of documented
3 credits or internship experience for graded credit
Experience through Office of Experiential Learning & Community Engagement
or
Internship Class in Academic Major
The only time the major and minor can overlap

Capstone HDF 412: Historical, Multi-ethnic & Alternative Leadership Offered only in the fall with preference given to seniors
3 credits or
COM 402: Leadership & Motivation Offered in the spring and summer with Dr. Leatham
or
BUS 441: Leadership Skills Development
or Offered in the fall and spring with Dr. Cooper
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
Leadership Inventory Revised 08/22/2017 4
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

Leadership Inventory Revised 08/22/2017 5

BECOMING A POSITIVE LEADER THROUGH DEVELOPMENT & INVOLVEMENT
Wilson, 1998 (URI Memorial Union / Center for Student Leadership Development)
Revised after the publication of Exploring Leadership: for College Students Who Want to Make a Difference by Komives, McMahon and Lucas, 1998.

You need to have your own act together before you can lead others:

2. Lead Yourself

 Time management
 Organization
1. Know Yourself  Self care
 Self discipline
Lead Others  Strengths  Perseverance
 Weaknesses  Develop and maintain family,
 Values PROGRESS interpersonal, and intimate relationships
 Needs  Academic, social, personal goals and
P  Styles objectives
R o Learning
O o Teaching
G o Personality P
R o Membership R
E o Leadership RE-EVALUATE O
S former stages as you G
S R
progress
E
4. Develop and Refine S
Skills S

 Leadership theory and

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

Leadership Inventory Revised 08/22/2017 6

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.

Leadership Inventory Revised 08/22/2017 7

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

2. Student will demonstrate personal, URI 101 This outcome was developed taking URI 101 during the fall semester. For this outcome, I was to
organizational, and academic examples of demonstrate personal, academic, and organizational examples of self-discipline. There are so many
self-discipline ways in which I demonstrate self-discipline. Personally, I do this by creating a routine that helps me
during college. I create a schedule, so I know when to get up, to eat, to work, to get involved, etc. The
peer mentors in URI 101 helped me immensely because I got to know how they go about in their
college lives. I took some of their strategies and implanted them into my own. I also have a workout
schedule in which I work out for three days. I do push, pull, and legs method. I also mediate every day.
I do this after waking up and getting ready for bed. This help me mentally because it helps clear my
head being busy during the day. Academically, I prioritize my assignment ranging from hardest to
easiest. I do the ones that are harder because they take up so much time and energy, and it gives me
satisfaction at the end, making me want to do more. I also have a study session, where I study for 30
mins uninterrupted without any distractions. With organizational, I try to keep my environment clean
and tidy. I do this laying my bed every day and cleaning up after myself to make sure I can be efficient
as possible. I also keep a calendar so that I can put in due dates for assignments, appointments, etc.

Source: Wilson. (1998). The process to becoming an effective leader PDF. Retrieved March 21, 2023,
from https://www.montclair.edu/leadership-development/wp-content/uploads/sites/102/2018/04/The-
Process-to-Becoming-an-Effective-Leader-PDF.pdf

3. Student will demonstrate the ability to

manage emotions
4. Student will demonstrate knowledge of
stress management methods
5. Student will demonstrate the ability to
manage stress
6. Student will express a personal code of HDF 190 This outcome was developed taking HDF 190. For this outcome, I was assigned in class to write out
leadership / membership ethics my personal code of ethics and how I will voice it out to others. For my personal code of ethics, it was
being fair and adaptable. These terms are part of my personal ethics because I want to everyone gets
what fairly without showing favoritism to an individual. I also choose adaptability because of cultural
reasons. Things that I do here might not be appropriate in other countries, so being able to blend in into
a different environment is an important for my personal code. As I go to college, I will learn more terms
that I will include in my personal code of ethics.

Source: Gunner, J. (2021). Code of ethics examples: From personal to professional. YourDictionary.
Retrieved March 21, 2023, from https://examples.yourdictionary.com/code-of-ethics-examples.html

7. Student will demonstrate practice of the HDF 190 This outcome was developed taking HDF 190 during the spring semester. For this outcome, I was
personal code of ethics assigned to create my own personal code of ethics and demonstrate practice of this. My personal code
of ethics is being fair and adaptable. I use these whenever I am working at work, or with a group for a
project. Being fair as a leader to me means that everyone in a group get what they want equally without
any bias. These was used last semester when I was preparing a big project with another person. We
each did the work 50/50, one person doing this. Though the project was difficult at first, we persevered

Leadership Inventory Revised 08/22/2017 8

 through it, and eventually got a good grade. Being adaptable as a leader can be very beneficial
especially when you are working in a diverse group. Having adaptability as a leader helped me
immensely because the things leaders say to some might not be appropriate to some who came from
different backgrounds. This can be applied during when I’m working because my work environment is
very diverse so I had changed how I operated during work so I can work well with my co-workers. It
can be difficult for many to adapt to different style, but once you do it more with different people, it gets
easier over time.

Source: Liu, K. (2014, July 2). Analysis of ethical leadership through 4-V model. KEVIN. Retrieved
March 21, 2023, from https://kevinxxl.wordpress.com/2014/06/29/analysis-of-ethical-leadership-
through-4-v-model/

8. Student will express a personal values HDF 190 Work This outcome was developed while taking the HDF 190 course. For this outcome, I was assigned to
statement (Sources = VIA, values take VIA strengths assessment to gather five strengths that I possess. After taking the assessment, I
clarification exercises, etc.) then talked about how I demonstrated the strengths in my life while in class by talking to other first year
leaders and hearing how they demonstrated their strengths in their own life. My five strengths from the
assessment are Fairness, Honesty, Love of Learning, Hope, Curiosity. Fairness is about treating others
the same way without showing any bias towards a individual. Honesty is presenting yourself in an
authentic way. Love of Learning is love for learning new stuff to improve your skillset. Hope is thinking
about the future and how you can get there. Curiosity is the desire to know new stuff. The values that
I use the most is Love and Learning, Hope, and Curiosity. I use these values the most when I’m at
school or at work. Since I have a love of learning and curiosity, I tend a lot of questions about X
something works because I am so interested in this concept/object/. I also think far ahead the future to
that I can plan if things do not as I planned out for myself.

Source: The 24 character strengths. VIA Institute On Character. (n.d.). Retrieved March 21, 2023, from
https://www.viacharacter.org/character-strengths

9. Student will demonstrate practice of the HDF 190 Work, COM 100 This outcome was developed while taking HDF 190 during the spring semester. For this outcome, I
personal values statement was assigned to give my personal values and practice demonstrating it. My personal values are
Curiosity, Love of Learning, Honesty, Fairness, and Hope. I use my personal values all the time when I
am at school and work. An example of where I used curiosity, and Love of Learning. was when I was
working in the IT Service Desk at URI. I tend to ask a lot of questions there because I have a career
interest as a System Analyst, and the job is a good starting place for me to get IT experience. The IT
team gave me good responses, and it helped me improved. I also show interest in the way the IT
services work on campus. Though it took some time to get adjusted to the work style, the job helped
me improve on my communication and problem-solving skills. Though I did not show growth in all
values, I believe as I develop more as a person, I will grow more in my personal values as well. For
Fairness, this value was applied taking COM 100 when working in group projects. Working in group
projects, we allow others to express their opinions, and hear each other out without showing any bias
for another’s idea. This allow me to create inclusive group where others can be heard, regardless of
whether the idea is good or not. With Hope and Honesty, these values were applied in both academic
and personal situations. I always hope for the best academically when taking an exam or getting a new
job. If all doesn’t go well, I don’t take it personally and move on to the next opportunity. Also, I’m very
honest in personal relationships. I always tell the truth no matter the circumstances. Lying to others
only destroys potential relationships I can have in the future.

Source: The 24 character strengths. VIA Institute On Character. (n.d.). Retrieved March 21, 2023, from
https://www.viacharacter.org/character-strengths

Leadership Inventory Revised 08/22/2017 9

10. Student will demonstrate the ability to MGT 104 This outcome was developed while taking MGT 104 during the fall semester and HDF 190 during the
lead a project from start to finish (follow- spring semester. For this outcome, I used this when I was MGT 104 for the fall semester. During the
through) semester we had a project that was announced the first day of class. The project is based on artificial
intelligence and how it would change a specific industry. My group only had two people, me, and
another person. It was 50/50 effort. We knew each other well so there were not any problems in
communicating. We decided that I was going to lead the project. For the project, I initiated everything.
The research, the meetings, and group chats were all I initiated by myself. After completing the
brainstorming, planning, and the presentation of the project, we got a good grade on the project. Even
though I got a good grade on it, I felt that I could have done better if I planned more. It was hard for us
to plan when we were going to meet to work on the project since there were only two of us. If it planned
better, we would have finished the project sooner than later.
11. Student will describe goals and objective
statements regarding personal issues,
career issues, and community issues
12. Student will show evidence of goals and
objectives that were planned and
achieved
13. Student will show knowledge of the
“Hierarchy of Needs” theory by Maslow
14. Student will show application of Maslow’s
theory to own life
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 190 MGT 104, Work I developed this outcome by taking HDF 190 and MGT 104. I was assigned to complete an
Signature Themes, shadow side of assessment to get the five strengths that I possess. Some of the strengths in the assessment were
Strengths and/or weaknesses, and used and applied to my academic and personal life. For example, two of the strengths in the
examples of application (Source = Gallup) assessment, Restorative and Futuristic. I used Restorative a lot at my job solving customers problems
and in school, working in my assignments. There are times where, I might struggle with assignments
that are very complex, and requires me to use critical thinking, which is not my strongest area.
Futuristic is another strength of mine because I think about the future a lot and think about any
setbacks that I will potentially face. Other strengths that I have in Gallup assessment are Empathy,
Responsibility, and Consistency. Being empathic to someone is putting their shoes on. You understand
what the person is going through, and you can understand their feelings. Having responsibility is taking
accountability for your actions and mistakes. You own your actions instead of placing blame to another
person. Consistency is the ability to do a task without any mistakes. To be honest, these strengths are
ones that I should improve on. Though I have some flashes of traits, I tend to be inconsistent in them. I
am a quiet person so it can be kind of difficult to emphasize with people because I’m not socially
involved with them. With consistency, it’s kind of a on and off relationship, where on some days I can
feel like working through difficult times and other times I don’t feel like working. With responsibility, it
like consistency. Some days I can be a mature person and other days where I will act like a clown.
Overall, my top strengths Restorative and Futuristic are ones that I apply to in my life, while my other
strengths, Empathy, Responsibility, and Consistency are strengths I should improve on going forward.

Sources: https://www.gallup.com/cliftonstrengths/en/254033/strengthsfinder.aspx
18. Student will describe personal leadership
style and/or personality style including
strengths and weaknesses and examples
of application (Sources = Leadership style

Leadership Inventory Revised 08/22/2017 10

 inventories, the L.P.I., Type Focus
(MBTI), LAMP, DISC, and other career
inventories, etc.)

Outcome Category: Leadership Theories

Outcome Target class Additional Descriptive notes regarding learning and practice
Experiences
19. Student will show knowledge of the
“Authority and Bureaucracy” theory
of leadership Weber
20. Student will describe personal
application of the above theory
(Weber)
21. Student will show knowledge of the
“Scientific Management” theory of
leadership by Taylor
22. Student will describe personal
application of the above theory
(Taylor)
23. Student will show knowledge of the
“Management by Objectives” theory
of leadership by Drucker
24. Student will describe personal
application of the above theory
(Drucker)
25. Student will show knowledge of
“Theory X and Theory Y” theory of
leadership by MacGregor
26. Student will describe personal
application of the above theory
(MacGregor)
27. Student will show knowledge of the HDF 190 MGT 104 This outcome was developed taking HDF 190 during the spring semester. For this outcome I was assigned to
“Servant Leadership” theory of show knowledge of the Servant Leadership Theory by Greenleaf. The main purpose of the Servant Leadership
leadership by Greenleaf model is to serve. It not just a simple serve. It is serving to benefit yourself and others. Servant Leadership was
created by Robert Greenleaf in “The Servant as a Leader” in 1969. There are 10 characteristics in the Servant
Leadership Model. The first is Listening, and it involves identifying the needs of the groups by actively listening to
others. Empathy is the leader putting the feet of others during hard times. Healing is restoring relationships the
leader had with others. Awareness is being aware of problems that occur within groups. Persuasion is convincing
others to do a particular action. Conceptualization is thinking beyond the future. You are setting a foundation for
what is to be expected of groups in the future. Foresight is looking ahead to detect the possible failures of a
action. Stewardship is building trust with a organization. Commitment to the growth of people is the want for the
leader to help their group members grow. Building community is helping the community grow to a place to
welcoming to everyone regardless of their social status. For my characteristic, I chose listening because it is a
characteristic that is overlooked in my business major. As a leader especially in business, you must listen to many
people, including your employees and your customers. You listen to your employees because you want to know
what they are doing so that you can determine the direction you want to take your organization/corporation to. You
also want to listen to customers because you want to understand their needs and wants. Overall, I think listening
Leadership Inventory Revised 08/22/2017 11
 can be a skill for me as a business leader because it will improve employee morale and customer retention.

.
28. Student will describe personal HDF 190 MGT 104, Work This outcome was developed taking the HDF 190 course during the spring semester. In this outcome, I was
application of the above theory assigned to do a speech on one characteristic of servant leadership I used while taking this course. I was also
(Greenleaf) assigned to research an advocate that inspires me in my career, major, or extracurricular involvement and use the
characteristics in the servant leadership that relates to my selected advocate. For my speech, I decided to use
listening as part of my characteristic because I feel that it is a characteristic that is very overlooked especially in
my major of field being Management Information Systems (Business and Technology). For my selected advocate
I used Roby Luna, who also graduated from URI with a Bachelors in MIS and as of now works as the CEO of
Aretec. For his Servant Characteristic, I chose Stewardship because his company has a goal of protecting
information and providing the right information to the federal government for them to make the right decisions for
the country.

Sources:
Luna, Roby. “Home.” ARETEC, 9 Jan. 2023, https://aretecinc.com/.

Commitment to help organizations gather intelligent data information for them gather reports in trends in
businessSpears, Larry C. “[Pdf] Character and Servant Leadership: Ten Characteristics of Effective, Caring
Leaders: Semantic Scholar.” [PDF] Character and Servant Leadership: Ten Characteristics of Effective, Caring
Leaders | Semantic Scholar, 1 Jan. 1970, https://www.semanticscholar.org/paper/Character-and-Servant-
Leadership%3A-Ten-of-Effective%2C-Spears/1201f6cf8a30bf88626430a6d2f796bbadb48bfe

29. Student will show knowledge of the

“Principle Centered Leadership”
theory by Covey
30. Student will describe personal
application of the above theory
(Covey)
31. Student will show knowledge of the
“14 Points / TQM” theory of
leadership by Deming
32. Student will describe personal
application of the above theory
(Deming)
33. Student will show knowledge of the
“Visionary Leadership” (now often
cited as “Transformational
Leadership”) theory by Sashkin
34. Student will describe personal
application of the above theory
(Sashkin)
35. Student will show knowledge of the

Leadership Inventory Revised 08/22/2017 12

 “Individuals in Organizations”
leadership theory by Argyris
36. Student will describe personal
application of the above theory
(Argyris)
37. Students will demonstrate HDF 190 This outcome was developed taking HDF 190 during the spring semester. For this outcome, I was assigned to
knowledge of the “4 V’s” theory of show knowledge of the 4 V’s theory of Leadership by Grace. The Four V’s model emphasizes the importance of
leadership by Grace (Center for leaders being ethical leading a group. Ethical Leadership is leadership that emphasizes using leading styles that
Ethical Leadership) are morally good for the group. Ethical Leadership is all about integrity. It empowers the whole group to act with it
and take disciplinary action for those who aren’t following it. The four V’s model is a model that explains the
reason for why ethical leaders act with a purpose. The model has four values: Values, Voice, Vision, and Virtue.
Ethical Leaders have core values, values that hold an important meaning to him/her and use it to lead for good.
Loyalty, Honesty, Integrity, Selflessness are all great examples of this. They can use those values and apply it to
their work to create a positive change in the organization they work for. Ethical Leaders must have a vision
working in their organization. They must think several steps ahead, not only looking at the good but the possible
consequences that they will face if they make a risky decision. These risky decisions will destroy the reputation of
the company and demoralize employees working there. Ethical leaders must have a voice. They must be
confident in themselves to use their voices and express themselves whether they feel that they are being
wronged. They must be assertive. Too much passivity will not let them be heard, and too much aggression can
create employees who resent you. Ethical leaders must have virtue. They must do the right things for the
organization to prosper. Examples of good virtues in ethical leadership are wisdom, Courage, Justice, and
Transcendence. Without virtue, leaders will no incentive to do good, and it will harm the organization.

Source: prc5097, & says, M. D. B. (2014, April 27). Home. Leadership. Retrieved April 7, 2023, from
https://sites.psu.edu/leadership/2014/04/27/the-four-vs-of-ethical-leadership/

38. Student will describe personal COM 100 This outcome was developed taking COM 100 for the spring semester. For this outcome, I was assigned to
application of the above theory describe how I apply the four Vs into my leadership style. The most recent example where I used the model is in
(Grace) the group project, I’m working in. I lead the group using ethical styles that will help the group rather than hurt it. My
values of being an ethical leader is being fair and adaptable. I allow others to voice their opinions about the project
and take that into consideration when making an important decision. I try to be unbiased as possible hearing both
sides of the argument and not committing to an idea immediately. Being adaptable is also another value of mine
because it allows me to blend in to lead in different ways. Some styles that I lead in might not be appropriate for a
person that has a different working style. When working with a vision, I think ahead, not only looking at the
positives but looking at the negatives. When looking at the group project, I think about what we are going to do for
the project, and how we will present it. If a idea comes up to mind, I think about the positives and negatives. This
allows me to make better decisions that will help the group. Having a voice as a leader is a leader is also
important because I’ll be heard from the members in the group project. This is not my strongest because I tend to
be passive in situations like this. But I use the group chat to talk about the progresses we have been making in the
project. For Virtues, It’s all about character. I do it by showing up to group meetings, communicating with group
members about the project, and doing my part in the project by contributing. All of this of examples of good virtue.
I do things that are morally good for the group, and this puts the entire group in high morale.

39. Student will show knowledge of the

“Situational Leadership” theory by
Hersey & Blanchard
40. Student will describe personal
application of the above theory
(Hersey & Blanchard)
Leadership Inventory Revised 08/22/2017 13
41. Student will show knowledge of the This outcome was developed taking HDF 190 during the spring semester. For this outcome, I was asked to show
“Relational Leadership” model by HDF 190 my knowledge of the Relational Leadership Model. The Relational Leadership Model was created in the 1980’s by
Komives, McMahon & Lucas Susan Komives, Nance Lucas, and Tim McMahon. The relational leadership model is model that is intended to
mark the importance of relationships a leader makes with the group. The group process is also a big important
factor in the model. The Relational Leadership Model has five components: Purposeful, Empowering, Inclusive,
Process Oriented, and Ethical. Purpose is the task that every group must commit to. Every task has a purpose for
why it must be done. Whether it is for personal, academic, or career goals, every group complete their tasks for
the purpose of achieving their goals in those categories. Empowering is how the leader motivates their members
to complete the task assigned. Leaders do this by creating a space that allows group members to be involved in
the process. This will help group members grow and not feel left out during the process. Inclusivity in the group is
the leader creating a group that allows members to voice their opinions regardless of their background,
socioeconomic status. It creates a group that promotes equality. Process Oriented is how leaders utilize group
members strengths to accomplish the group’s objectives. Group members use problem solving, critical thinking,
and communication skills to achieve their goals. Finally, being ethical means the leadership is creating guidelines
where he/she and the group hold themselves accountable to. Leaders lead ethically by using styles that will not
demoralize their group members. Overall, the Leadership Model is a great model for leaders and allows them to
take accountability for decisions, act, and be knowledgeable.

Sources: lsnowden1. (2014, March 7). Relational leadership. Leadership Development for Higher Education |
Saint Louis University. Retrieved March 24, 2023, from
https://leadershipforhighered.wordpress.com/2014/03/06/relational-leadership/

42. Student will describe personal HDF 190 Club Activity This outcome was developed taking HDF 190 during the spring semester and also in my work life for the spring
application of the above theory semester. For this outcome, I was assigned to describe the personal application of the Relational Leadership
(Komives et al) Model. An example of a person who has used the Relational Leadership Model is my group leader John. John
was purposeful because he was committed to the project. He knew that the project held something important to
the club so he wanted to make the project an example of that. An Example of his doing that was creating a group
chat so that we will know what time to meet, and what the purpose of the meetings are for. In the meetings, we
will go over the mission statement, colors, and values of the group before the official meeting takes place. He will
also assign us roles for the project. After doing that, he will then invite us to share our perspectives on how we
should present our project to members of the club. This helped us because we were able to come up with a
project that will combine our ideas. John being purposeful helped the group stay focused. He was also inclusive
because he allowed everyone to share their ideas regardless of whether he agreed or disagreed. This helped the
group bond together because we got to know each other’s perspectives and social status. An example of this was
when on the first day of the project meeting, we each got to introduce ourselves and tell us about our story and
why we came to URI. We also have conversations about what is going on in the real world, which helps us bond
together as a group. He was Process-Oriented because he allowed us to use our strengths to complete the
community service project. For example, each of us in the group had strengths and weaknesses, and he was able
to assign them to a role where we can use our strengths to create a project that will complete the objectives
assigned. John was the initiator, calling the community centers and seeing if there is an opportunity for us to give
back to the less fortunate. Others and I were computer-savvy, so we worked on how we were going to present it
to the entire club we were involved in. John was also empowering to the group because he required the group to
be involved in the project, and not be left out in the group. He wanted us to share our opinions even if he didn’t
align with his perspective so that he could decide what our project would be about. He felt that each of us had the
right to express our opinions freely. We had great conversations because of his willingness to allow us to express
ourselves. The conversations we had helped us create a project that shows our growth together as a group.
Finally, John was ethical as a leader by leading in a way that is morally good for the group. He respected every
member of the group without showing favoritism over one another. He was very understanding if one of us had to
miss a meeting due to personal situations. Overall, my group leader, John, was a great example of a person who

Leadership Inventory Revised 08/22/2017 14

 used the five components of the Relational Leadership Model.
43. Student will show knowledge of the HDF 190 This outcome was developed taking HDF 190 during the spring semester. For this outcome, I was assigned to
concept of constructivism show knowledge of the concept of Constructivism. Constructivism is a basic theory on how people learn. With
Constructivism, students use their own understanding of topics by experiencing them in real life. This can be by
field trips, activities, internships, and even research projects. Students use what they already know from taking
previous classes to learn new information. The new information presented can change their minds, and hold the
new information more credible, as in contrast to the previous information they thought were true. The goal of the
constructivism theory is to help students become better active listeners and helps them learn the right way.

Source: Constructivism as a paradigm for teaching and learning. (2004). Retrieved April 3, 2023, from
https://www.thirteen.org/edonline/concept2class/constructivism/

44. Students will describe personal COM 100 Work This outcome was developed while taking HDF 190 and COM 100 during the spring semester. For this outcome, I
examples of implementing was assigned to describe personal examples of using constructivism. There have been some examples in which I
constructivism used constructivism during my classes. For example, my COM 100 class requires me to read chapters about
communication and take what we have learned from the textbook into our group projects. Implementing what I
have learned in the chapters into the group projects was difficult at first. Communication is an acquired skill, and it
takes lot of practice to became proficient at it. I wasn’t the best in communicating with others, but over time, I
found myself getting better at it gradually. Me and my team members created a group chat, so that I can get
updates for our project. I also implement constructivism in work working in the IT Service Desk. Taking from what
I knew about computers, I knew newer stuff working in IT. Creating Tickets, troubleshooting computer issues, and
doing password resets were examples of these. Like Communication, these skills were all acquired, and it took
some practice to get better at this, as I struggled at first. But I got better over time, and eventually became
proficient at it. Overall, I think constructivism model is a great model learning new stuff by taking in what you have
known previously, and I hope to use this in my career going forward.
45. Student will demonstrate knowledge HDF 190 This outcome was developed taking HDF 190 during the spring semester. For this outcome, I was assigned to
of the Experiential Learning Model show knowledge of the Experimental Learning Model. The Experimental Learning Model is a model created by
(Kolb) David A.Kolb, and the purpose of the model is to help college students learn better. The Experimental Model has
four steps: Experiencing, Reflecting, Thinking, and Learning. The first step of the model is experiencing. You go
through the motions of an event, and gain something from it. After you experienced the situation, you then reflect
on this. You learned what you did well and what you did not do well in that situation. You take note of that, and
after reflecting on the situation you experienced, you think about what could help you better yourself. This could
be through assistance, whether it is talking to your professor, or looking at the internet for resources. After thinking
about the situation, you put it into personal application. You try it and see if the ideas worked well for you. If the
idea did not work, you can reflect again and see what you did not do well and see if you can improve off on it.

Source: Kolb, D. A. (2021, October 22). What is experiential learning? Institute for Experiential Learning.
Retrieved April 10, 2023, from https://experientiallearninginstitute.org/resources/what-is-experiential-learning/

46. Student will describe personal COM 100 This outcome was developed taking COM 100 during the spring semester. For this outcome, I will describe how I
application of the Experiential used the Experiential Learning Model in personal application. My professor would use this model to help us
Learning Model (Kolb) improve on our communication ability. She would first have us experience the model by having us read a chapter
on communication. We take some notes on the chapter, and we will review the chapter during class. She will
divide us to groups to reflect on the chapter we took notes on. I also got to hear other perspectives about the
chapter and how they use it to communicate at home or at the workplace. The group reflection helps me stay
open minded and allowed me to implement ideas I got from my peers. After reflection, I will then be thinking about
ways I can improve my communication skills. The class review and my peers gave me ideas of how I improve in
communication. Things like being self-aware, separating messages from the messenger are all ideas I got from
taking the class. After thinking how to improve, I will then apply it to my daily life. This could be through personal
relationships or when I’m working. After applying those ideas, I noticed that some of them worked and some I

Leadership Inventory Revised 08/22/2017 15

 need more practice in. For example, one thing I struggled with the most is not thinking enough about the situation.
I struggled with this the most since my childhood because I tend to react more than think about the context of the
entire situation. Since taking COM 100, I did mitigate the weak, but I still find myself struggling with this from time
to time. The application allows me to reflect on what I did well and what I need improvement in. Overall, the
experimental learning model helped me learn about my strengths, and my weakness I need improvement on.
47. Student will show knowledge of the HDF 190 This outcome was developed taking HDF 190 during the spring semester. For this outcome, I am assigned to
“Social Change Model of Leadership show knowledge of the Social Change Model of Leadership. The Social Model of Leadership was created in 1994,
Development” by Astin et al and its main purpose is to allow leaders to create positive social change in their environment. The Social Change
Model is a collaborative approach, where the leader works with the group to accomplish objectives. The Model
has seven values in three different categories: Individual Values, Society/Community Values, and Group Values.
In Individual Values there are: Consciousness of Self, Congruence, and Commitment. Consciousness of self is
being self-aware. It is about knowing yourself thoroughly and how your motives help you act. Congruence is
proving your words with your actions. The truth is mostly seen not heard. Someone who backs up their words with
their action shows that they have good character. Commitment is being involved in the objective. You are
passionate about the objective, so you spent so much time on it making sure the objective is completed and done
the way others want it. The next category is Group Values, and it has three values: Collaboration, Common
Purpose, and Controversy with Civility. Collaboration is working with your group members to accomplish goals in
your organization. Doing this requires the leader to use group members strengths and ideas. Having common
purpose is the vision of the goal. What is the objective the leader is to accomplish within the organization? How
am I going to complete it? Questions like this are what leaders ask themselves to think strategically. Controversy
with Civility allows group members to voice their own opinions on a topic. When working with a group, there are
always going to be disagreements over the group. One person says this, but the other disagrees and thinks his
idea is better than his/her. These types of disagreement will inevitably occur in a group project. The only way to
counter this to hear both sides of the argument and be unbiased as possible. The last category in the Social
Change Model is Society/ Community Values and it contains one value, Citizenship. Citizenship calls for
individuals to embrace themselves as part of their community. This could be through community service, where
leaders help their community to become better and welcoming toward those who are interested in joining them.

Source: Sheriff, S. (2019, August 1). Social Change Model of Leadership Development. Social Change Model |
Social Change Model of Leadership Development | Dickinson College. Retrieved April 9, 2023, from
https://www.dickinson.edu/info/20380/student_leadership/3795/social_change_model_of_leadership_developmen
t

48. Student will describe personal

application of the above theory
(Astin et al)
49. Students will demonstrate
knowledge of the “Leadership
Identity Development Model” by
Komives et al
50. Students will describe personal
application of the above theory.
(Komives et al)
51. Students will demonstrate
knowledge of the Strengths-
Development Model by Hulme et al
52. Student will describe personal
application of the above theory
(Hulme et al)
53. Student will demonstrate knowledge
Leadership Inventory Revised 08/22/2017 16
 of behavior theories of leadership
from Michigan and Ohio State
54. Student will describe personal
application of the above theories
(Michigan & Ohio State)
55. Student will demonstrate knowledge
of Charismatic leadership
56. Student will describe personal
application of the above theory
57. Student will demonstrate knowledge
of contingency approach to
leadership by Fiedler
58. Student will describe personal
application of the above theory
(Fiedler)
59. Student will demonstrate knowledge
of Path-Goal theory by House
60. Student will describe personal
application of the above theory
(House)
61. Student will demonstrate knowledge
of Leader Member Exchange (LMX)
theory by Dansereau, Graen &
Haga; Graen & Cashman; Graen
62. Student will describe personal
application of the above theory
(Dansereau, Graen & Haga; Graen
& Cashman; Graen)
63. Student will demonstrate knowledge
of Leadership Substitutes Theory
64. Student will describe personal
application of the above theory
65. Student will demonstrate knowledge
of Models of leader emergence
66. Student will describe the impact of
traits on leadership emergence and
performance
67. Student will demonstrate knowledge
of Chaos approach to leadership by
Wheatley
68. Student will describe personal
application of the above theory
(Wheatley)

Leadership Inventory Revised 08/22/2017 17

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

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
69. Student will demonstrate how cultural
anthropology / paradigms relate to
leadership
70. Student will describe personal example
of using cultural anthropology /
paradigms as a leader
71. Student will demonstrate knowledge of
the “Cycles of Socialization” (Harro)
theory and its uses in leadership
72. Students will demonstrate personal
application of the “Cycles of
Socialization” (Harro)
73. Student will demonstrate knowledge of
the “Cycles of Liberation” (Harro) theory
and its uses in leadership
74. Student will demonstrate personal
application of the “Cycles of Liberation”
(Harro)
75. Student will demonstrate knowledge of
the “Configuration of Power” (Franklin)
and its relationship to leadership
76. Student will demonstrate personal
application of the “Configuration of
Power” (Franklin)
77. Student will demonstrate knowledge of
racial identity development (Cross &
Fhagen-Smith; Rowe, Bennett &
Atkinson; Ferdman & Gallegos; Kim;
Horse; Renn etc.)
78. Student will demonstrate personal
application of model(s) of racial identity
development above
79. Student will demonstrate knowledge of
models related to gender / identity /
gender identity development (Lev;
Bussey; Bussey & Bandura; Bilodeau;
Gilligan; Belenky et al; etc.)
80. Student will demonstrate personal
application of model(s) of gender identity
above
81. Student will demonstrate knowledge of
additional social identity development
model(s): Sexual ID, Faith & Spirituality,
Disability, Social Class (Dillon et al;
Fowler; Parks; Astin et al; Peek; Smith;
Leadership Inventory Revised 08/22/2017 18
 Johnstone; Gibson; Forber-Pratt &
Aragon; etc.)
82 Student will demonstrate personal
application of additional social identity
development model(s) above
83. Students will demonstrate knowledge of
McIntosh’s theory of privilege and its
relationship to leadership
84. Student will demonstrate personal
application of McIntosh’s theory
85. Student will describe the differences and
similarities of individual and institutional
oppression and relationships to
leadership (Source = Three Dimensional
Matrix of Oppression)
86 Student will demonstrate knowledge of
relevant laws and policies related to
issues of equity and its relationship to
leadership (i.e., Title IX, Affirmative
Action, Protected Classes, etc.)
87. Student will show knowledge of effective
leadership as it relates to change agency
88. Student will describe personal examples
of being a change agent
89 Student will demonstrate knowledge of
the “Model of Intercultural Sensitivity” by
Bennett and its uses in leadership
90. Students will demonstrate personal
application of the “Model of Intercultural
Sensitivity” by Bennett
91. Student will demonstrate knowledge of
the ally Action Continuum by Griffin &
Harro
92 Student will demonstrate personal
application of the Action Continuum by
Griffin & Harro
93. Student will show knowledge of the
Multicultural Organizational Development
Model (Jackson)
94. Student will show personal application of
the Multicultural Organizational
Development Model (Jackson)
95. Student will show knowledge of the
Multicultural Change Intervention Matrix
(Pope)
96. Student will show personal application of
the Multicultural Change Intervention
Matrix
97. Student will create a personal code of
inclusive leadership
Leadership Inventory Revised 08/22/2017 19
Outcome Category: Critical Thinking

Outcome Target class Additional Experiences Descriptive notes regarding learning and practice
98. Student will show knowledge of principles
of critical thinking and fallacies (logic is
used in this minor)
99. Student will demonstrate proficiency of
critical thinking
100 Student will show knowledge of
metaphorical analysis to critically analyze
. self and leadership situations
101 Student will demonstrate proficiency of
metaphorical analysis to critically analyze
. self and leadership situations
102 Student will show knowledge of at least five
decision making methods
.
103 Student will describe personal examples of
having used five decision making methods
.
104 Student will show knowledge of at least five
problem solving / conflict management
. methods, as well as understanding the
roots of conflicts
105 Student will describe personal examples of
having used five problem solving / conflict
. management
106 Student will demonstrate the ability
to synthesize multiple knowledge
. perspectives (course work), competencies
(communication, writing, information
literacy or mathematical/statistical skills)
and responsibilities (global, diversity &
inclusion or civic knowledge)
107 Student will demonstrate knowledge of
leadership that is used in crisis (i.e., James
. & Wooten; Garvin; Covey; Frohman;
Lalonde; Schoenberg; Joni; Braden et al;
etc.)
108 Student will describe examples of
leadership in crisis situations (i.e.,
. application of James & Wooten; Garvin;
Covey; Frohman; Lalonde; Schoenberg;
Joni; Braden et al; etc.)

Leadership Inventory Revised 08/22/2017 20

Outcome Category: Interpersonal and Organizational Concepts & Skills

Outcome Target Additional Experiences Descriptive notes regarding learning and practice
class
109 Student will demonstrate knowledge of
active listening techniques
.
110 Student will describe examples of using HDF 190 Work This outcome was developed taking HDF 190 and COM 100 during the spring semester. For this
active listening skills outcome, I was to demonstrate examples of using active listening skills. There are many examples of
. when I used active listening. For example, when I am at work, taking calls from users, I try to
understand their technical issues by asking questions about their technological issues. I would also
listen to their tone of voice. If their voice is calm and relaxing, then the problem might not have a big
impact, but if their tone of voice is worried, frustrated, then I’ll know their technological is big, and they
need to it to be fixed asap. Another example of using active listening is during the discussion sessions
during HDF 190. The discussions we had during the semester were a great way for me and other first
year leaders to improve our active listening skills. I not only listening to what others were saying but
asking more questions to know what he/she was talking about and observing their nonverbal behavior.
Their body language can play a factor into how they feel when discussing a topic with another person.
Overall, the active listening skills I developed in HDF 190 and working help me improved as a listener.
111 Student will demonstrate knowledge of
functions of group communication by
. Hirokawa
112 Student will describe personal application
of functions of group communication
. (Hirokawa)
113 Student will show knowledge of techniques
regarding giving and accepting of feedback
.
114 Student will describe examples of giving COM 100 This outcome was developed taking COM 100 during the spring semester. For this outcome, I was
and accepting feedback. assigned to describe examples giving and accepting feedback. An example of when we were asked to
. give and accept constructive feedback was the Informative Speech that I had in my COM 100 class.
During the presentation, the professor would select two people one that is positive and the other that is
constructive. This really helped me and my peers because it was a balance. You can’t just praise
someone because they will not know their weakness, and you can’t just critique them because they
won’t know what they did well. It helped us understand our strengths and our weaknesses. When I did
my informative speech, the responses of my peers were mostly positive, though some gave me
feedback regarding how I need to speak louder during presentations. Regarding others, I also gave
praise and some feedback on how they can improve next time. Overall, the Informative Speeches I had
at COM 100 is a great example of this outcome because it allowed us to know ourselves, and how we
can improve on our weaknesses.
115 Student will show knowledge of the 7D
coaching model (Knott)
.
116 Student will demonstrate personal
application of the 7D Model (Knott)
.
117 Student will show knowledge of elements
Leadership Inventory Revised 08/22/2017 21
. of a Crucial Conversation and steps to
maintain dialogue and move to action
(Patterson, McMillian & Switzler)
118 Student will describe examples of
engaging in a Crucial Conversation
.
119 Student will demonstrate knowledge of
facilitation techniques
.
120 Student will demonstrate proficiency of
facilitation techniques
.
121 Student will demonstrate knowledge of de-
briefing techniques
.
122 Student will demonstrate proficiency of de-
briefing techniques
.
123 Student will demonstrate knowledge of
framing based on psychology and its use in
. group facilitation
124 Student will demonstrate proficiency of
framing based on psychology and its use
. in group facilitation
125 Student will demonstrate knowledge the
four frames of organizations, and the
. meaning of reframing by Bolman and Deal
126 Student will describe personal application
of organizational analysis using the four
. frames of organizations, and breaking the
frame / reframing (Bolman and Deal)
127 Student will show knowledge of organizing
meetings / setting agendas / and leading
. meetings
128 Student will describe personal examples of
organizing meetings / setting agendas /
. leading meetings
129 Student will show knowledge of
Parliamentary Procedure
.
130 Student will show knowledge of techniques
for working with difficult people
.
131 Student will describe personal examples of
using techniques to work effectively with
. difficult people
132 Student will show knowledge of the stages
of group development (Tuckman/Tuckman
. & Jensen, Bennis or others)
133 Student will describe personal examples of
group development in use
. (Tuckman/Tuckman & Jensen, Bennis or

Leadership Inventory Revised 08/22/2017 22

 others).
134 Student will show knowledge of group roles
and how they contribute to group dynamics
. (Johnson & Johnson; Benne & Sheats;
Knowles & Knowles; etc.)
135 Student will describe personal examples of
group roles and how they contribute to
. group dynamics (Johnson & Johnson;
Benne & Sheats; Knowles & Knowles; etc.)
136 Student will show knowledge of effective
memberships skills in groups
.
137 Student will describe personal examples of
membership skills in use
.
138 Student will show knowledge of the
Challenge and Support theory by Sanford,
. and its relationship to organizations
139 Student will describe personal examples of
using the theory of Challenge and Support
. (Sanford)
140 Student will show knowledge of the
construction / elements of informative and
. persuasive speeches
141 Student will demonstrate proficiency in
informative and persuasive public speaking
.
142 Student will show knowledge of planning
and conducting interviews (as the
. interviewer)
143 Student will describe personal examples of
planning and conducting interviews (as the
. interviewer)
144 Student will show knowledge of preparing
for and effective answers in interviews (as
. the interviewee)
145 Student will describe personal examples of
preparing for and being interviewed
.
146 Student will show knowledge of effective
collaboration / coalition building (Sources:
. Cilente/Komives et al; NCBI; etc.)
147 Student will describe personal examples of
working in collaboratives/coalitions
.
148 Student will demonstrate knowledge of
techniques to communicate and engage in
. difficult dialogues related to diversity and
inclusion.
149 Student will demonstrate proficiency in
communicating and engaging in difficult
. dialogues related to diversity and inclusion.
Leadership Inventory Revised 08/22/2017 23
150 Student will describe ways to maintain
accountability in leadership / member
. relationships
151 Student will describe personal examples
related to maintaining accountability as a
. leader
152 Student will describe ways to build
relationships between leaders and
. members
153 Student will describe personal examples of
building relationships with members as a
. leader
154 Student will describe how credibility applies
to leadership, as well as the characteristics
. and skills of a credible leader
155 Student will describe personal examples of
building, maintaining, and repairing his/her
. own credibility as a leader
156 Student will describe ethical standards in
influence
.
157 Student will describe influence applies to
leadership
.
158 Student will describe principles of effective
mentoring, as well as problems particular
. to the mentoring relationship
159 Student will describe personal examples of
mentoring and being mentored
.
160 Student will describe principles of effective
peer leadership, as well as problems
. particular to peer leadership
161 Student will describe personal examples
related to being a peer leader and being
. led by peers

Leadership Inventory Revised 08/22/2017 24