Cornish Connection seminar presentation
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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.
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Cornish Connection seminar presentation
- 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
- 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/
Editor's Notes
- Road map
- Details about institution
- Office of Student Life – Carrie and structure of orientation
- Details about internship
- Teachable content – working with artists
- Takeaways from that – lots of conversations to understand the students
- Leadership Identity Development Model
- How we developed this (articles, Share Your Art)
- Summary
- References