This document summarizes Amy Bergstrom's work with orientation at Cornish College of the Arts. It provides details about the college's mission to educate artists, its academic programs and student population. It then describes Bergstrom's role in orientation leader training and implementing a two-day mandatory orientation program. The document discusses how orientation helps students adapt to the artistic student body and lessons learned about understanding diverse students and adapting student services. It concludes with references on leadership lessons from the arts.

1. Cornish Connection 2014
Amy Bergstrom | SDAD 564 & 566
November 21, 2014

2. Road Map
Cornish as an institution
My work in orientation
Leaders and artists
Takeaways

3. Cornish College
of the Arts
Mission: To provide students aspiring
to become practicing artists
with an educational program of the
highest possible quality, in an
environment that nurtures
creativity and intellectual
curiosity, while preparing them to
contribute to society as artists,
citizens, and innovators
Degrees in art, design, dance, music,
performance production, and theater
~800 students (260 incoming class)

4. Office of Student Life
Jerry Hekkel
Dean of Students
Carrie Bierck
Student leadership
Orientation
Health & Wellness
Cheryl Coatney
Disability services
Career services
Private scholarships
CornishConnection
• Two days of orientation leader training
• Move-in day
• Two days of mandatory programs
• Off-campus weekend options
• Convocation

5. Assess orientation
Plan Explore Seattle
Work Plan Objectives
Learn about orientation
and first-year experience
Train orientation leaders

6. Leaders
Artists

7. True Colors
I need to feel unique and authentic;
enthusiastic, sympathetic, personal
I act on a moment’s notice; witty,
charming, spontaneous
I seek knowledge and understanding;
analytical, global, conceptual
I need to follow rules and respect
authority; loyal, dependable, prepared

9. Leadership Identity
Development Model
Komives, Longerbeam, Owen, Mainella, and Osteen (2006)
Awareness
Leaders are out there
somewhere → I am not a
leader
Exploration/Engagement
I want to be involved → I
want to do more
Leader Identified
A leader gets things done
→ I am the leader and
others follow me
Leadership Differentiated
Leadership is everywhere
→ Leadership is a process
Generativity
I am responsible to
facilitate development of
others as leaders
Integration/Synthesis
I can work with others to
accomplish change from
any place in organization

10. Share Your Art
What does leadership look like
or mean? Share in whatever
art form you choose.

11. Takeaways
How to adapt to
different student
populations – not just
artists
SDA LO #2
(understanding
students) and #5
(adapting services for
specific environments)
Orientation is fun!

12. References
Daum, K. (2013, June 7). 4 great leadership lessons from the arts. Retrieved from
http://www.spcballet.org/company/dancers/artists-as-leaders/
Komives, S. R., Longerbeam, S. D., Owen, J. E., Mainella, F. C., & Osteen, L. (2006). A
leadership identity development model: Applications from a grounded theory.
Journal of College Student Development, 47(4), 401-418. doi:10.1353/csd.2006.0048
O’Malley, M. (2012, August 24). Every leader is an artist [Blog post]. Retrieved from
https://hbr.org/2012/08/every-leader-is-an-artist/