Leadership Award Reciepients

Leadership Certificate

Welcome to the University of Wisconsin’s Leadership Certificate Program. Since its creation in 2002, the Leadership Certificate Program has been extremely successful on UW’s campus. This program is designed for student leaders who excel in their leadership roles both inside and outside the classroom. The Certificate marks a formal acknowledgement of student contributions and achievements.

This web page will help you learn about the requirements as well as the history of the Leadership Certificate Program. Questions about the program can be directed to leadcertificate@studentaffairs.wisc.edu.

Program Details & Resources

What can you expect to learn?

Students will:

  • Gain an in-depth understanding of leadership competencies and values as reflected in the UW-Madison Leadership Framework.
  • Be able to practice consistent and effective self-reflection when engaging in leadership activities.
  • Gain a greater understanding of their leadership related strengths and areas of improvement.
  • Demonstrate the ability to apply learned leadership knowledge and skills in practical settings for the purpose of creating positive change.

Qualifications

To be considered for the Leadership Certificate, a student must:

  • Be a currently-enrolled UW-Madison undergraduate, graduate, or professional student in good standing.
  • Be actively involved in leadership roles in organizations, work experiences, and in service to the community while on campus.
  • Be able to document at least 100 hours of experience focused on leadership development.

Online Information Session

Program Requirements Overview

Involvement Requirements

Completion of 100+ hours divided between three areas: Civic Engagement (Min: 30 hours), Organizational/Group Leadership (Min: 30 hours), Trainings & Workshops (Min: 10 hours).

Reflection Partner

Meet at least twice with your self-chosen reflection partner. Write up a brief summary about each of your meetings.

Your self-chosen reflection partner will help facilitate your progress through the Certificate, providing an objective opinion to help guide you in your own leadership growth.

Educational Requirements

Academic Course: Complete one academic course with a B or above, either in Leadership Studies OR Global and Cultural Competence, from the approved list (see below).

Online Modules: Complete three of five online modules and write reflection essays for each.

Reflection Requirements

Competencies Reflection: Write one three-part essay reflecting on the seven UW-Madison Leadership competencies and develop an action plan for future growth.

Leadership for Change Capstone: This can be done as an essay or presentation.

Leadership Conference
Bascom Hall

Involvement Requirements - Undergraduate Students

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Organizational/Group Leadership

Organizational/Group Leadership (30 hours minimum)

Students should actively participate on a team, within an organization, or as a member of a work unit in a manner that demonstrates Integrity;
Inclusive engagement; and Connection and Community. Submissions must demonstrate leadership as an action-oriented endeavor (note that this does NOT need to be a titled position) that facilitates the accomplishment of goals, empowers others to act, and fosters positive social change in group members, the organization, the campus, and the community.

Verification:
  1. Organization name: You will need to include what organization with which you were working.
  2. Position title: You will need to include what title you held.
  3. Date range of activity: You will need to include the date or range of dates in which you did this activity.
  4. Hours Submitted: You will need to include how many hours you completed.
  5. Reference name: You will need to provide a reference: anyone who could verify your participation.
    • We require a phone or e-mail of your reference.
  6. Connect to Leadership Framework values and competencies: List which values and competencies from the Leadership Framework related to this work
  7. Reflection: You will need to write a brief reflection (min. 2-3 statements).
Examples may include (not an exhaustive list):
  • Adventure Learning Program Facilitators and Specialists
  • ASM Committee and Elected Positions (Associated Students of Madison)
  • Club Team Sports
  • House Fellow Positions
  • IMPaCT Peer Leaders
  • Intermural Student Supervisors
  • Jones Leadership Center Interns
  • Mercile J. Lee Scholar Leadership Positions
  • Morgridge Center Staff Positions
  • Paid and Unpaid Leadership Positions – On or Off-campus
  • Research Team Involvement
  • ROTC
  • Student Leadership Program Coordinators, Teachers, Committee Members, and Apprentices
  • SOAR New Student Leader
  • SOAR Orientation Assistant
  • Teach For America
  • Teaching Assistantships
  • Unpaid or Paid Internships
  • Varsity Athletes
  • Wisconsin Union Directorate Directors, Officers, Associate Officers, and Editors

Civic Engagement

Civic Engagement (30 hours minimum)

Civic Engagement is the process of working together to build thriving communities. You should develop the ability to work effectively in a variety of communities and contexts by listening, considering, and responding to differences in each unique engagement.

Strong community members recognize the value that each of us brings to the table and works to move ideas into action rather than using a top-down approach. Service leadership requires working with communities, rather than on communities. You should be actively engaged by developing an ongoing and mutually beneficial relationship with a community entity. These experiences should also challenge you to learn about and more deeply understand yourself and how you relate to others in your community. You should reflect on and be able to articulate why, as a leader, you feel it is important to engage with your community and how you grew from being involved.

Guidelines:
  1. Generally, should be an unpaid position.
    1. We understand that completing Civic Engagement activities are a privilege and there may be barriers in participating in an unpaid position.
    2. If you would like to verify a paid Civic Engagement position please submit a Civic Engagement Eligibility Form. Upon receiving your form, please allow up to 5 business days for our staff to review your request.
  2. 50% or more of the total hours submitted are completed through the same service agency.
  3. 50% or more of the time must be off-campus.
    1. Off-campus includes organizations and activities located outside of the City of Madison.
Civic Engagement during COVID-19:

Your safety and wellbeing are our utmost priority during this pandemic. Until further notice, remote and virtual volunteer opportunities that meet our learning outcomes above will be eligible for this requirement. Please visit the Morgridge Center’s COVID-19 resource page for a list of opportunities.

On their page, we will count community-based learning, community organizing, direct service, and advocacy for this requirement. All volunteer opportunities listed might not meet this requirement – please view examples below that may not qualify. Please contact us at leadcertificate@studentaffairs.wisc.edu if you have questions or concerns.

Verification:
  1. Organization name: You will need to include what organization with which you were working.
  2. Position title: You will need to include what title you held.
  3. Date range of activity: You will need to include the date or range of dates in which you did this activity.
  4. Hours Submitted: You will need to include how many hours you completed.
  5. Reference name: You will need to provide a reference: anyone who could verify your participation.
    • We require a phone or e-mail of your reference.
  6. Connect to Leadership Framework values and competencies: List which values and competencies from the Leadership Framework related to this work
  7. Reflection: You will need to write a brief reflection (min. 2-3 statements).
Examples may include:
  • Experiences through a community-based learning course
  • On-going direct service volunteer work
  • Alternative Break trips
  • Serving long-term on a community committee/board
  • Contributing to a political/issues campaign by coordinating outreach
  • An unpaid camp counselor or volunteer
  • Participating in Badger Volunteers
  • Coordinating patient happiness programming with hospital staff and outside organizations
  • Recruiting, training, and coordinating tutors for local public school students
  • Serving on a committee to support and coordinate a philanthropy event
  • For more ideas visit www.volunteeryourtime.org
Based on our learning outcomes, civic engagement does not include:
  • Philanthropic donation drives and projects
  • Running a race for a cause
  • Donating blood
  • Skill-based volunteering without a reference (i.e. online open-source projects)
  • Individual service-based volunteering without a reference (i.e. neighborhood trash pick-up)

Trainings & Workshops

Trainings & Workshops (10 hours minimum)

Non-credit Leadership learning opportunities such as workshops, seminars, lectures, and conferences available on or off campus where you are a participant. Workshops or trainings should promote learning and growth in one or more of the seven UW-Madison leadership competencies. Refer to Calendar of Approved Events and the list of events and websites below.

Confirming Eligibility:

Unless it is listed in our Calendar of Approved Events or in the examples below, you will need to confirm the eligibility of the training or workshop with our staff. Ideally before you attend, but at the latest one week before your submission deadline.

If you would like to determine eligibility for training or workshop position please submit a Trainings & Workshops Eligibility Form. Upon receiving your form, please allow up to 5 business days for our staff to review your request.

Verification:
  1. Organization name: You will need to include what organization with which hosted your training or workshop.
  2. Training/Workshop Title: You will need to include the title of the training and/or workshop.
  3. Date range of activity: You will need to include the date or range of dates in which you did this activity.
  4. Hours Submitted: You will need to include how many hours you completed.
  5. Reference name: You will need to provide a reference: anyone who could verify your participation.
    • We require a phone or e-mail of your reference.
    • Instead of a reference we will accept a link to the program’s website/agenda.
  6. Connect to Leadership Framework values and competencies: List which values and competencies from the Leadership Framework related to this work
  7. Reflection: You will need to write a brief reflection (min. 2-3 statements).
Undergraduate Student Examples may include: (not an exhaustive list)
  • Act Wise Training
  • Adventure Learning Programs (ALPS)
  • All Campus Leadership Conference
  • ASM Intern Program
  • BadgerCETE
  • Business Badger Badges Program
  • Emerging Leaders Program
  • IMPacT Peer Leaders trainings
  • International Institute events and workshops
  • Jones Leadership Center Workshops & Retreat
  • LeaderShape Institute: Accenture Leadership Center
  • Mercile J. Lee Scholars leadership events & workshops
  • Organization Management Summit
  • Queer Emerging Leaders Program
  • Social Justice 101 workshop and Ijet Series (hosted by the Multicultural Student Center)
  • Social Justice Leadership Retreat
  • Success Services Be Engaged Virtual Workshop Library
  • UW Housing Leadership Conference
  • Women’s Leadership Conference
  • WUD Retreat
Undergraduate Student Resources:

This is neither an exhaustive list nor does every event advertised on these sites qualify for the Leadership Certificate.  We provide this list as an aid in searching for potential trainings and workshops.

Accenture Leadership Center, School of Business: https://wsb.wisc.edu/programs-degrees/undergraduate-bba/leadership

Associated Students of Madison, Intern Program: https://asm.wisc.edu/intern/ 

Center for Leadership and Involvement:  https://cfli.wisc.edu/

Includes all Adventure Learning Programs, Jones Leadership Center, Leadership @ UW, and Student Leadership Program associated events, programs, and workshops.

College of Engineering, Emerging Leaders in Engineering: https://www.engr.wisc.edu/academics/student-experience/emerging-leaders-in-engineering/

Fraternity & Sorority Life: https://fsl.wisc.edu/

Gender and Sexuality Campus Center:  http://lgbt.wisc.edu/

International Institute:  https://iris.wisc.edu/

Leadershare Resource Directory: https://apps.leadership.wisc.edu/resourcedirectory

Morgridge Center for Public Service:  https://morgridge.wisc.edu/

Multicultural Student Center:  http://msc.wisc.edu/

Office of Inclusion Education: https://inclusioneducation.wisc.edu/

Office of Student-Athlete Development, Career & Leadership: https://uwbadgers.com/sports/2015/10/16/GEN_1016152426.aspx?id=1043

Office of Student Financial Aid-Success Services Be Engaged Virtual Workshop Library: https://financialaid.wisc.edu/success/#be-engaged-workshops 

Select Workshops for Leadership Certificate from Success Services Link include:

    • Hello? Are You there?
    • Deep to Your Core?
    • Adaptability: In Uncertain Times
    • Inclusivity: What Does It Mean?

Office of Sustainability: https://sustainability.wisc.edu/

Wisconsin Union Directorate: https://union.wisc.edu/get-involved/wud/ 

Involvement Requirements - Graduate & Professional Students

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Organizational/Group Leadership

Organizational/Group Leadership (30 hours minimum)

Students should actively participate on a team, within an organization, or as a member of a work unit in a manner that demonstrates Integrity;
Inclusive engagement; and Connection and Community. Submissions must demonstrate leadership as an action-oriented endeavor (note that this does NOT need to be a titled position) that facilitates the accomplishment of goals, empowers others to act, and fosters positive social change in group members, the organization, the campus, and the community.

Verification:
  1. Organization name: You will need to include what organization with which you were working.
  2. Position title: You will need to include what title you held.
  3. Date range of activity: You will need to include the date or range of dates in which you did this activity.
  4. Hours Submitted: You will need to include how many hours you completed.
  5. Reference name: You will need to provide a reference: anyone who could verify your participation.
    • We require a phone or e-mail of your reference.
  6. Connect to Leadership Framework values and competencies: List which values and competencies from the Leadership Framework related to this work
  7. Reflection: You will need to write a brief reflection (min. 2-3 statements).
Examples may include (not an exhaustive list):
  • Adventure Learning Program Facilitators and Specialists
  • ASM Committee and Elected Positions (Associated Students of Madison)
  • Club Team Sports
  • Graduate School Assistantships, Fellowships, and Traineeships
  • Non-Profit Board and/or Committee Involvement
  • Paid and Unpaid Leadership Positions – On or Off-campus
  • Research Team Involvement
  • Teach For America
  • Teaching Assistantships
  • Unpaid or Paid Internships
  • Varsity Athletes

Civic Engagement

Civic Engagement (30 hours minimum)

Civic Engagement is the process of working together to build thriving communities. You should develop the ability to work effectively in a variety of communities and contexts by listening, considering, and responding to differences in each unique engagement.

Strong community members recognize the value that each of us brings to the table and works to move ideas into action rather than using a top-down approach. Service leadership requires working with communities, rather than on communities. You should be actively engaged by developing an ongoing and mutually beneficial relationship with a community entity. These experiences should also challenge you to learn about and more deeply understand yourself and how you relate to others in your community. You should reflect on and be able to articulate why, as a leader, you feel it is important to engage with your community and how you grew from being involved.

Guidelines:
  1. Generally, should be an unpaid position.
    1. We understand that completing Civic Engagement activities are a privilege and there may be barriers in participating in an unpaid position.
    2. If you would like to verify a paid Civic Engagement position please submit a Civic Engagement Eligibility Form. Upon receiving your form, please allow up to 5 business days for our staff to review your request.
  2. 50% or more of the total hours submitted are completed through the same organization.
  3. 50% or more of the time must be off-campus.
    1. Off-campus is defined as being in service of communities that are not directly related to UW. They can be in Madison or elsewhere.
Civic Engagement during COVID-19:

Your safety and wellbeing are our utmost priority during this pandemic. Until further notice, remote and virtual volunteer opportunities that meet our learning outcomes above will be eligible for this requirement. Please visit the Morgridge Center’s COVID-19 resource page for a list of opportunities.

On their page, we will count community-based learning, community organizing, direct service, and advocacy for this requirement. All volunteer opportunities listed might not meet this requirement – please view examples below that may not qualify. Please contact us at leadership@studentlife.wisc.edu if you have questions or concerns.

Verification:
  1. Organization name: You will need to include what organization with which you were working.
  2. Position title: You will need to include what title you held.
  3. Date range of activity: You will need to include the date or range of dates in which you did this activity.
  4. Hours Submitted: You will need to include how many hours you completed.
  5. Reference name: You will need to provide a reference: anyone who could verify your participation.
    • We require a phone or e-mail of your reference.
  6. Connect to Leadership Framework values and competencies: List which values and competencies from the Leadership Framework related to this work
  7. Reflection: You will need to write a brief reflection (min. 2-3 statements).
Examples may include:
  • Experiences through a community-based learning course
  • On-going direct service volunteer work
  • Alternative Break trips
  • Serving long-term on a community committee/board
  • Contributing to a political/issues campaign by coordinating outreach
  • An unpaid camp counselor or volunteer
  • Participating in Badger Volunteers
  • Coordinating patient happiness programming with hospital staff and outside organizations
  • Recruiting, training, and coordinating tutors for local public school students
  • Serving on a committee to support and coordinate a philanthropy event
  • For more ideas visit www.volunteeryourtime.org
Based on our learning outcomes, civic engagement does not include:
  • Philanthropic donation drives and projects
  • Running a race for a cause
  • Donating blood
  • Skill-based volunteering without a reference (i.e. online open-source projects)
  • Individual service-based volunteering without a reference (i.e. neighborhood trash pick-up)

Trainings & Workshops

Trainings & Workshops (10 hours minimum)

Non-credit Leadership learning opportunities such as workshops, seminars, lectures, and conferences available on or off campus where you are a participant. Workshops or trainings should promote learning and growth in one or more of the seven UW-Madison leadership competencies. Refer to Calendar of Approved Events and the list of events and websites below.

Confirming Eligibility:

Unless it is listed in our Calendar of Approved Events or in the examples below, you will need to confirm the eligibility of the training or workshop with our staff. Ideally before you attend, but at the latest one week before your submission deadline.

If you would like to determine eligibility for training or workshop position please submit a Trainings & Workshops Eligibility Form. Upon receiving your form, please allow up to 5 business days for our staff to review your request.

Verification:
  1. Organization name: You will need to include what organization with which hosted your training or workshop.
  2. Training/Workshop Title: You will need to include the title of the training and/or workshop.
  3. Date range of activity: You will need to include the date or range of dates in which you did this activity.
  4. Hours Submitted: You will need to include how many hours you completed.
  5. Reference name: You will need to provide a reference: anyone who could verify your participation.
    • We require a phone or e-mail of your reference.
    • Instead of a reference we will accept a link to the program’s website/agenda.
  6. Connect to Leadership Framework values and competencies: List which values and competencies from the Leadership Framework related to this work
  7. Reflection: You will need to write a brief reflection (min. 2-3 statements).
Graduate & Professional Student Examples may include: (not an exhaustive list)
  • Adventure Learning Programs (ALPS)
  • All Campus Leadership Conference
  • International Institute events and workshops
  • Jones Leadership Center Workshops & Retreat
  • Success Services Be Engaged Virtual Workshop Library
  • Women’s Leadership Conference
  • Workshops, programs, and events that may be offered through your school or college as part of your academic program – please contact us at leadership@studentlife.wisc.edu if you have any questions
Graduate & Professional Student Resources:

This is neither an exhaustive list nor does every event advertised on these sites qualify for the Leadership Certificate.  We provide this list as an aid in searching for potential trainings and workshops.

Center for Leadership and Involvement:  https://cfli.wisc.edu/

Includes all Adventure Learning Programs, Jones Leadership Center, Leadership @ UW, and Student Leadership Program associated events, programs, and workshops.

Division of Diversity, Equity, & Inclusion, Graduate Students: https://diversity.wisc.edu/inclusion-resources/audience/graduate-students/

Gender and Sexuality Campus Center:  http://lgbt.wisc.edu/

Graduate School, Professional Development: https://grad.wisc.edu/professional-development/

International Institute:  https://iris.wisc.edu/

Leadershare Resource Directory: https://apps.leadership.wisc.edu/resourcedirectory

Morgridge Center for Public Service:  https://morgridge.wisc.edu/

Multicultural Student Center:  http://msc.wisc.edu/

Office of Inclusion Education: https://inclusioneducation.wisc.edu/

Office of Student Financial Aid-Success Services Be Engaged Virtual Workshop Library: https://financialaid.wisc.edu/success/#be-engaged-workshops 

Select Workshops for Leadership Certificate from Success Services Link include:

    • Hello? Are You there?
    • Deep to Your Core?
    • Adaptability: In Uncertain Times
    • Inclusivity: What Does It Mean?

Office of Sustainability: https://sustainability.wisc.edu/

Reflection Partner

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Reflection Partner

Reflection Partner

Your self-chosen reflection partner will help facilitate your progress through the Certificate, providing an objective opinion to help guide you in your own leadership growth. With a trusted reflection partner to guide you, you will enjoy the full benefit of the program by engaging in a constructive and supportive dialogue of your personal experiences.

Instructions:

We require you to meet with your reflection partner at least twice to gain further insights about yourself and your leadership.

For each meeting we will provide a Reflection Partner Log on Canvas which will help guide your conversation and provide a way to reflect on your discussions.

Choosing your Reflection Partner:

A reflection partner is a person who you trust and who knows you well. Your reflection partner should be someone who will be completely honest with you, providing constructive criticism to help you reflect on your strengths and your areas for growth.

When seeking a reflection partner, you should identify a person who is willing to discuss your leadership journey with you, and who will be available to meet multiple times.

  • Your reflection partner does not have to be affiliated with the University.
  • Examples include: mentor, coach, instructor, supervisor, colleague, club officer, fellow student, family relative and many others.
  • Although close friends and family are acceptable reflection partners, we highly encourage you to seek someone outside of your immediate social circles.

If you would like help finding a reflection partner, we encourage you to reach out to our Leadership Certificate Advising Team (leadership@studentlife.wisc.edu) to help you in your search.

Tips for Approaching your Reflection Partner:

  • Provide a brief overview of the program.
  • Tell them your goals for the reflection partner meeting and why you think they would be a good reflection partner for you.
  • After meeting with your reflection partner, follow up regularly to keep your reflection partner updated on your progress.
  • Send a thank you letter or note.

To help explain the program to your potential reflection partner, use the following letter:

Letter to Reflection Partner

Educational Requirements

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Academic Course

Academic Course

Complete one academic course with a B or above, either in Leadership Studies OR Global and Cultural Competence (all ethnic studies requirement courses are included), from the approved lists below.

Approved Leadership Courses

Approved Global and Cultural Courses

If you feel that a class you are taking fits the learning outcomes listed below but is not included in the lists above, please submit a New Course Request Form. Upon receiving your form, please allow up to 5 business days for our staff to review your request. If you would like to use a class from another institution, it must appear on your UW-Madison official transcript.

Graduate and Professional Students – Identifying a Course

Our team is constantly working to update our course lists to provide options for you to complete this requirement. However, our team realizes our lists are limited. Please meet us and during advising, we will review your academic plan with you to identify a course that will fulfill this requirement.

Verification:

  • Submit a transcript that indicates that you received a 3.0 or better in the course.

Leadership Course Description

Leadership- The ability to mobilize the self and others toward a common goal; an action, not a position; mobilization that creates an impact on individuals, student organizations, and the community in a positive, permanent way. The focus is on leadership as an “action-oriented endeavor that provides positive change and is not necessarily based on position or level of authority” (University of Wisconsin Madison’s Leadership Framework, http://leadership.wisc.edu/) and considers the context in which the action occurs.

The following learning outcomes distinguish core components of what the Leadership Certificate deems an appropriate exploration of “leadership.”

Course’s learning outcomes must demonstrate:

  • Academic rigor that includes leadership content mastery as well as critical leadership thinking skills demonstrated through the course leadership learning objectives and course content at a level of quality and complexity to stimulate critical thinking skills.
  • Research and examination of historical and/or contemporary leadership theory (i.e., the UW-Madison’s Leadership Framework), the Social Change model, the Servant Leadership model, etc.)
  • Intentional leadership learning: defined as examining the self in regards to individual leadership, group leadership, and community leadership
  • Learning objectives or course materials that are identified on the syllabus and specifically tied to the competency(s) and value(s) of the UW-Madison Leadership Framework

Note: This does not include academic courses where grading is based on participation in a leadership role or where the focus is on other skill sets (examples might include teaching or helping skills) and leadership is implied but not a specific focus. Additional examples that do not meet the leadership course requirements are leading discussions, teaching a class, providing service in the community, internships, participation in structured groups, class projects, tutoring, etc. These skill-based classroom activities might fit the “Organizational/Group Leadership” requirement area.

Global and Cultural Competence Course Description

Global and Cultural Competence is the ability to work and communicate effectively in a variety of cultures and languages; the proclivity to engage in solving critical global and/or cultural issues, and a willingness to see the world from a perspective other than one’s own; a life-long process. (Van Eyck, Masarah. “Global Views.” On Wisconsin 19 Jan 2010. 23-31.).

The following learning outcomes distinguish core components of what the Leadership Certificate deems an appropriate exploration of “global competence and cultural competence.”

Course’s learning outcomes must give students the opportunity to engage with the following:

  • Academic rigor that includes mastery of content relevant to global competence as well as critical global thinking skills demonstrated through the course learning objectives and course content at a level of quality and complexity to stimulate critical thinking skills.
  • Ability to work effectively in a variety of cultures
  • Effective communication across linguistic and/or cultural boundaries
  • See/understand the world from a perspective other than the self
  • Understand and appreciate the diversity of society and cultures
  • Opportunities to gain knowledge, a mental openness
  • Learning objectives or course materials that are identified on the syllabus and specifically tied to the competency(s) and value(s) of the UW-Madison Leadership Framework

Online Modules

Online Modules

The Online Learning Modules are websites that have been selected for their excellent content and relevance for the Leadership Certificate. Additionally they offer avenues for you to pinpoint competencies and values.

Instructions:

1) Complete the required Module 1 on Global and Cultural Competence and respond to the corresponding prompt.

  • “The Danger of a Single Story” TED Talk by Chimamanda Ngozi Adichie
    • Student Learning Activity –  Watch the video and then write a one-page (250 word minimum) response paper.  Consider the significance of Chimamanda Ngozi Adichie’s talk as you answer the following questions in the form of an essay.
      • Briefly describe what the danger of a single story is as you understand it (short paragraph).
      • If you’ve had this experience personally, please feel free to explain/explore your experience and how it informs your leadership roles. If not, please discuss ways in which you as a leader can attempt to address stereotypes and the idea that they “make one story become the only story.”
  • In your essay, make sure to use at least one example of your own leadership experiences and tie it to at least one competency and/or value from the UW-Madison Leadership Framework.

2) Choose two modules on Leadership Studies from the list below and respond to the corresponding prompt.

  • A)How to manage for collective creativity” TED Talk by Linda Hill
    • Student Learning Activity– Watch the video and then write a one-page (250 word minimum) response paper. Consider the significance of Hill’s talk as you answer the following questions in the form of an essay.
      • Briefly describe how you understand the three capabilities organizations must exercise to manage Collective Creativity (short paragraph).
      • Explain how the following quote reflects or relates to your view of leadership. Be sure to use an example from your own experiences and tie it to at least one competency and/or value from the UW-Madison Leadership Framework.
        • “Leading innovation is about creating the space where people are willing and able to do the hard work of innovative problem solving.”
  • B) “Learning from Leadership’s Missing Manual” TED Talk by Fields Wicker-Miurin.
    • Student Learning Activity– Watch the video and then write a one-page (250 word minimum) response paper. Consider the significance of Fields Wicker-Miurin talk as you answer the following questions in the form of an essay.
      • Briefly describe how you understand what leadership’s missing manual is (short paragraph).
      • Please pick one of the following descriptions of the missing manual used by the leaders Wicker-Miurin and explain how it reflects or relates to your view of leadership. Be sure to use an example from your own experiences and tie it to at least one competency and/or value from the UW-Madison Leadership Framework.
        • “…they looked outside and then they changed what was on the inside…”
        • “…they’ve built bridges and they’ve walked across them…”
        • “…they’ve tried to connect worlds they didn’t know existed before…”
        • “…it’s not about them,… but it has to start with them…”
  • C) “Start with Why: How Great Leaders Inspire Action” TED Talk by Simon Sinek
    • Student Learning Activity– Watch the video and then write a one-page (250 word minimum) response paper. After listening to Simon Sinek’s TED talk, write an essay that addresses the following questions:
      • Briefly describe how you understand Sinek’s Golden Circle (short paragraph).
      • Explain how the following quote reflects or relates to your view of leadership. Be sure to use an example from your own experiences and tie it to at least one competency and/or value from the UW-Madison Leadership Framework.
        • “There are leaders and there are those who lead; leaders hold a position of power or authority, but those who lead inspire us.”
  • D) “The Difference between winning and succeeding” TED Talk by John Wooden
    • Student Learning Activity– Watch the video and then write a one-page (250 word) response paper. Consider Wooden’s talk as you answer the following questions in the form of an essay.
      • Briefly describe how you understand Wooden’s explanation of the difference between winning and succeeding (short paragraph).
      • Apply Wooden’s definition of success (at 3 minute mark) to an example of your own experiences and tie it to at least one competency and/or value from the UW-Madison Leadership Framework.

Important: Assume that the reviewer is familiar with the module. Do not explain what the video says, but rather how what is said is relevant for your own leadership development.

Sample Online Learning Modules Essays

Online Learning Modules Rubric

Reflection Requirements

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Competencies Essay

Competencies Essay

The UW-Madison Leadership Framework presents a working understanding of how to engage in the act of Leadership – understood as the phenomenon of change in an individual, group, or communities’ beliefs, values, or behaviors.  The Leadership Framework is built on three key assumptions.

  1. Leadership generates observable outcomes
  2. These outcomes are informed by three key values of UW Madison: integrity of the individual, inclusive engagement of others and connection to broader community
  3. These outcomes occur as the individual develops certain leadership competencies.
An individual’s relationship to these competencies exists on a continuum.  Understanding of, expertise with, and skillful application of the competencies are demonstrated at varying degrees.

Directions:

  1. Your responses to the essay question should focus on experiences gained through the process of fulfilling the Leadership Certificate requirements and your reflection documented in your Involvement spreadsheet (Involvement and Educational).
  2. Between section 1 and section 2, please be sure to reflect on all seven competencies and consider each of them within the context of change.  It may be helpful to rank your understanding of, experience with, and application of the competencies first and then decide which you will include in section 1 and which you will include in section 2.  (At the same time, do not worry if the sections blend together to some extent: for example, if may feel natural to discuss ways you want to grow in section 2, even though that is the prompt for section 3.)
  3. Please label each section of your essay with a header. Paper should be double spaced, 11-12 font size, and 1″ margins.
  4. Word Count: Section 1 and 2 must consist of a minimum of 1500 words and section 3 a minimum of 500 words.  Total word count needs to fall between 2000 and 2500 words.
  5. Strong essays address each competency thoroughly and provides concrete examples sharing what happened and an explanation of how you’ve grown in that area.  Essays will be evaluated according to the following criteria:
    • Clarity: Your essay should clearly address the prompt and be free of grammar and spelling errors.  The content should be well-organized and logically developed.
    • Evidence of Growth:  Your essay should display ways in which you grew in your understanding of, abilities in, or appreciation of your competencies within the context of change.
    • Depth of Reflection:  Your essay should focus more on what you learned than on what you did.  You should also explain the process of how you learned the given competency.  It should exhibit your ability to reflect upon your activities and competencies.
    • Use of Examples: Your essay should provide clear and relevant examples, drawn from your Leadership Certificate experience, to support your reflections.
    • Formatting Guidelines: Include a cover page with your name, date, and title of the essay. Include section headings to break up the essay for the reviewer.  Clearly state which competency you are discussing.

Essay Questions

Section 1:
With which competency/competencies do you feel more confident and why?  As you answer this question, please share experiences that gave you a chance to excel, grow, or be challenged.
Section 2:
With which competency/competencies do you feel least confident?  How did this knowledge come to your awareness?  How has this affected your leadership?  Please provide specific examples.
Section 3:
Choose one competency and share your plan for how you will improve upon it in the future.  Perhaps this is a competency in which you feel confident and would like to continue to develop.  Perhaps it is one in which you feel lacking, or haven’t had much experience in, and would like to think of ways to address this as you move on from the UW.  What is your plan in managing frustration, uncertainty, or even failure along the way?

Sample Competencies Essay

Competencies Essay Rubric

Leadership for Change Capstone

Leadership for Change Capstone

The Leadership Certificate program culminates with a Capstone that encourages students to consider how they will apply their leadership learning to affect positive change in their communities. The Capstone enables students to connect their passion to a purpose by identifying a change they seek while engaging intentionally with their community.

The Capstone is structured to assist students in connecting the Framework’s Principles, Values, Competencies, and Outcomes to real-world problems that require purposeful action.

The Capstone brings to life the following Leadership Framework principles:

  • Leadership is an action-oriented endeavor not based on position or level of authority
  • That context matters and each situation requires unique engagement
  • Leadership is understood as the phenomenon of positive change in an individual, group, or community’s beliefs, values, or behaviors

The Capstone provides an opportunity to explore in greater depth how a specific Leadership Framework Value can spur the change that you seek. The Framework’s three (3) Values are a set of cultural beliefs or ideals that are consistent with our University’s history and mission. They serve as a foundation for the Leadership Framework and help to support the work of leadership development and leadership outcomes.


Directions

  1. For your Capstone project, identify a positive change you seek within a group or community’s beliefs, values, or behaviors.
    1. Here are examples of positive change initiatives.
  2. Choose a paper or presentation
    1. Paper should be 2,000-2,500 words, 11-12 font size, double spaced, 1″ margins, spacing and indentions, and use headings
    2. Presentation should be 20 minutes
  3. First, follow the Preparing Your Capstone section then write/prepare your capstone by following the Capstone Prompts in their entirety.

Preparing Your Capstone

  • Identify a positive change you seek within a group or community’s beliefs, values, or behaviors. Consider something you are passionate about. Call upon lessons learned from past leadership experiences that are transferable to this change initiative.
  • Your change initiative can be something you are currently doing or something you would like to do in the future.
  • Select one Value and three to four (3-4) Competencies as defined within the Leadership Framework that advances your change initiative.
  • Review the specific Leadership Framework outcomes that align with the Values and Competencies that you have selected. Please feel free to include additional Outcomes that are not listed.

Capstone Prompts   

The title and opening of your essay/presentation should include the following.

  1. What is your positive change initiative? (Can be something you are currently doing or something you would like to do in the future. See examples for further details)
  2. What are the beliefs, values, or behaviors you seek to change?
  3. In what context are you hoping to achieve positive change?
  4. What is your motivation behind creating this change?

The questions listed below will serve as the content of your essay/presentation

  • Which one Leadership Value and three to four (3-4) Competencies will best assist you in creating this change?
    • Note: It will be helpful to review the specific Outcomes when determining which Values and Competencies best align with your change initiative. (See Leadership Framework).
  • Why did you select this Value and what does it mean to you? Please call upon past leadership experiences and explain how the knowledge, skills, and abilities you gained will be transferable to the change that you seek?
  • Why did you select these Competencies and what do they mean to you? Please call upon past leadership experiences and explain how the knowledge you gained is transferable to the change that you seek?
  • What will success look like? (Note: some issues are more concretely measurable in their success than others)
  • How will this change be sustained over time and what role do you anticipate playing in that effort?
  • What challenge(s) do you foresee and how will you plan to manage these challenge(s)?
  • What support will you need throughout this process and how will you access that support?

Examples of Positive Change Initiatives

Example of Capstone – Presentation

Example of Capstone – Essay

Capstone Essay Rubric

Capstone Presentation Rubric