leadership capstone: lead 4000
LEAD 4000: Leadership Capstone
LEAD 4000 offers a vision of leadership development that focuses on students becoming ethical leaders who can foster change in the world. We emphasize the word “becoming” because this course, although intellectually rigorous, is not merely a school exercise. In addition to completing academic requirements (complex readings, lively discussions, and written papers), students will practice, perform, and reflect on leadership in the team Leadership Challenge practicum. Students will integrate knowing and doing in order to become more ethical and effective leaders.
The Capstone Leadership course was created by the university to be a culminating experience that unites student leaders to share and synthesize insights and skills. The course is is intended for students nearing the end of their undergraduate experience, offering the opportunity to reflect upon and actively apply the leadership skills and virtues they have developed throughout their time at CU Boulder. "Capstone" is designed around two interconnected dimensions - reflection and action - and involves intensive, semester-long group work and a serious of reflective discussions and guided journal exercises. The course provides a context of support by offering very practical support and personal support.
Leadership Capstone Objectives
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Integrate leadership topics and experiences with theory
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Use advanced critical thinking skills to evidence knowledge, competencies and skills related to leadership theory and practice through examining contemporary leadership challenges
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Apply ethical principles especially under circumstances of two acceptable but potentially competing values
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Justify decision-making processes that demonstrate the ability to synthesize prior knowledge to effect desirable, ethical outcomes
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Synthesize leadership learning and experiences in accordance with the Council for the Advancement of Standards (CAS) knowledge base
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Complete a leadership challenge practicum
My Leadership Lens
I was unsure how this class was going to go. It was my first non-PLC leadership studies course, and I hadn't really heard much about the logistics of the class besides a community project. Nonetheless, I was excited to be taking another leadership studies class in the mix of my science classes. I was also looking forward to taking the course with non-PLCers to get other perspectives. Sometimes, I get so caught up in my PLC niche that I forget there are other leadership niches out there.
Course Reflection
This was probably one of my favorite classes of the semester, not because we had it once a week, but because I was able to learn more about my own leadership style and discuss issues avoided over the past few years, such as if how leadership being taught is correct and appropriate.
I really enjoyed the group work we had to do. It was great reconnecting with my PLC classmates and also other individuals I had never met before. This allowed me to recognize my strengths and weaknesses when working with groups. With all my science classes, it's pretty much individual-based. I know how I work well by myself, and now this class has taught me how I work with others, which I will more than likely have to do in the workforce.
The leadership challenge I was apart of was dealing with Waste Management's apartment complex recycling issue. First off, apartment complexes have low rates of recycling. Second, even those who do recycle have high contamination rates which is bad for productivity on Waste Management's end. I was fortunate to be grouped with some amazing individuals. Although we came from different backgrounds, we worked very fluidly together. The group dynamic is how I picture leadership should be: dispersed leadership with equal support. I know that not all groups I will be in will have such an amazing team, but at least now I have a standard to see the potential. And hopefully, I will have learned a few tips and tricks to improve my future teams' relationship and productivity.
For our project with WM, we conducted research to find out why apartment complexes have such low recycling rates. What we found is that convenience and education were the biggest contributors. From our ethnographic research along with the analysis of published studies, we were able to apply Human Centered Design to find a solution to our problem. Our prototype involved a recycling room with specific lids for recyclable items. We called it RECAP, Recycling Education and Collection Area Prototype. The process and prototype for WM's predicament were recorded in a Visionary Plan of Action that was delivered to our community partner along with a formal presentation.
Lastly, one of my favorite things of this semester was creating a mission statement. My mission statement may sound vague as my leadership positions vary now and will continue to vary throughout my lifetime. However, I believe the mission statement I have molded can withstand every role I am and will be placed in...
To create meaningful relationships, empower individuals, and be intentional in all thoughts and actions.