Leadership Certificate

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.
   • We understand that completing Civic Engagement activities are a privilege and there may be barriers in participating in an unpaid position.
   • 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. At least 15 hours should be completed through the same service agency.
3. At least 15 hours should be off-campus.
   • Off-campus means that the organization or activity is not affiliated with UW-Madison. These hours can occur in the city of Madison or elsewhere.
   • If a UW Madison organization or program that you are affiliated with, takes you off-campus to support another community/organization, you can count these hours as off-campus.
4. Please contact us at leadcertificate@studentaffairs.wisc.edu if you have any questions or concerns.

Documentation

You will need the following information to document the hours in your involvement hours spreadsheet.

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 (not an exhaustive list)

• 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 the community
• Protesting as part of an organized public demonstration (maximum 5 hours)
• For more ideas visit www.volunteeryourtime.org

Based on our learning outcomes, civic engagement does not include:

• Philanthropic donation drives and projects
• Participation in 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

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.

Documentation

You will need the following information to document the hours in your involvement hours spreadsheet.

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 (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

Non-credit learning opportunities such as workshops, seminars, lectures, and conferences available on or off campus where you are a participant. Workshops or trainings should be related to leadership (promote learning and growth in one or more of the seven UW-Madison leadership competencies) or global and cultural competence. 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.

Documentation

You will need the following information to document the hours in your involvement hours spreadsheet.

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 (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

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.
• Graduate Students – Please check with an advisor as your program may have different requirements.

If you would like help finding a reflection partner, we encourage you to reach out to our Leadership Certificate Advising Team (leadcertificate@studentaffairs.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

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 (B) or better in the course via the Canvas assignment.

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

The Online Learning Modules are videos 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 to Note: 

• In each essay, make sure to use at least one specific example from your own experiences and tie it to at least one competency and/or value from the UW-Madison Leadership Framework.  
• 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

Rubric – Online Learning Modules

Section 1

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.
   • Here are examples of positive change initiatives.
2. Choose a paper or presentation
   • Paper should be 2,000-2,500 words, 11-12 font size, double spaced, 1″ margins, spacing and indentions, and use headings
   • 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?