Values-Based Leadership

A badge in Values-Based Leadership is an experiential learning opportunity that gives curious learners an opportunity to analyze community needs and prototype local solutions in collaboration with established local businesses as well as social and commercial entrepreneurs. In addition to values-based leadership training from industry professionals, students will gain internship experience and take a course that challenges them to consider how local entrepreneurship takes place in wider systems of influence. Students will come away from the program with extended social/professional networks as well as a portfolio resumé for use in their own entrepreneurial endeavors and future job searches. The badge requires participation in a 10-week leadership training workshop (4 credits), an internship with the Local Innovation Lab (4 credits), and one elective course selected from the list of “systems of influence” courses (4 credits). All three components may be taken simultaneously or linearly.

Required Courses

(3-4 courses recommended)
Though this micro-credential has three components, it doesn’t immediately fit inside the traditional mold of three classes. For example, the leadership training and the Local Innovation Lab internship go somewhat hand in hand. Having said that, it is very possible to fit the square peg into the three-course mold. The three courses required for the Values-Based Leadership Badge are as follows.

Two Core Courses: Values-Based Leadership Training and The Local Innovation Lab Internship

• Values-Based Leadership Training Workshop (4 cr)
  A number of possibilities exist regarding the alignment of SOU registration and compensation to the partner institution that would be providing the workshops. Dialogue with all stake holders may be best at this proposal stage. EC 408: Workshop may be a piece of the puzzle, as are transcripting fees, creating a new course, and/or other partner agreements.
• Local Innovation Lab Internship (4 cr)
  Similar registration possibilities as above, but perhaps even more simple. Typically internships in economics are an irregular registration using EC 409: Practicum. However, it may make sense to create a dedicated course if deemed appropriate.

One Systems of Influence Elective Course (select one)

• NAS 201: Intro to Native American Studies – 4 credits
• NAS 318: Native North America – 4 credits
• NAS 390: The Nine Tribes of Oregon – 4 credits
• COMM 200: Communication Across Cultures – 4 credits
• EC 310: The Environment and the Local Economy – 4 credits
• EC 340: Gender Issues in Economics – 4 credits
• SOAN 336: NGOs and Humanitarianism – 4 credits
• CCJ 386: Hate Crimes – 4 credits
• CCJ 388: Race and Crime – 4 credits
• PHL 205: Intro to Ethics – 4 credits
• GSWS 201: Intro to Gender, Sexuality, and Women’s Studies – 4 credits
• GSWS 312: Trans Histories, Trans Futures – 4 credits
• GSWS 342: Queer Lives and Communities – 4 credits

Additional Requirements

A-F letter grading. Minimum grade of B or better in each of the three courses.A credential that signals achievement of “values-based leadership” requires a high bar for integrity, participation, and mastery. We also expect that each component will be offered with the same high level of integrity, participation, and mastery by their instructors. The nature of the leadership training workshop and the internship is experiential and participatory. Thus, high marks should be very attainable for all students that are engaged and genuinely participating.

Learning Outcomes/Competencies

Upon completion of the program students will be able to:

• analyze community needs and prototype local solutions in collaboration with established local businesses as well as social and commercial entrepreneurs.
• demonstrate proficiency with the models and methods required for practical, humane leadership of self, projects, and teams.
• present a portfolio resumé for use as proof of concept in their own entrepreneurial endeavors and in future job searches
• use an expanded social and professional network to aid them in their own school-to-work or career transitions
• construct their own understanding of how entrepreneurship and innovation take place in wider systems of influence