G - Cornish Connection Evaluation Report

Running head: CORNISH CONNECTION 2014 REPORT 1

Amy Bergstrom

Cornish College of the Arts

November 7, 2014

Cornish Connection 2014 Evaluation Report

CORNISH CONNECTION 2014 REPORT 2

Cornish Connection is the fall orientation for new students attending Cornish College of

the Arts. The 2014 Cornish Connection began with move-in day and check-in on Wednesday,

August 27, and concluded with Convocation on Tuesday, September 2. The mission of Cornish

Connection is to “assist students with their transition into the institution. It is important that new

students understand the college and community resources, their personal responsibilities, and the

environmental setting of the institution in order to be successful.” The mission statement was

used to develop learning objectives (see Table 1) for the orientation program, and students were

asked to complete an online survey after Cornish Connection to evaluate their experience. Of

259 incoming students (as of the beginning of Cornish Connection), 106 completed part or all of

the survey. This report summarizes the results of the survey, with suggestions for improvement

in future orientation programs.

Table 1

Learning Objectives of Cornish Connection 2014

By participating in Cornish Connection, new students at Cornish College of the Arts will:

• Meet and interact with new and returning students, faculty, and staff • Feel connected to Cornish and the surrounding city • Understand the academic responsibilities and expectations of Cornish and their individual

departments • Identify potential transitional issues they may encounter and develop strategies and support

for those challenges • Know about available campus resources and departments and how to physically locate them • Commit to being a positive, productive member of the Cornish community by adhering to the

Student Code of Conduct • Develop an understanding of their role in living in, learning in, and creating a diverse and

inclusive community • Commit to making informed decisions that promote healthy behavior and reduce risk • Identify opportunities for out-of-classroom engagement and involvement


Overview

Overall, the majority of students who completed the Cornish Connection evaluation

reported satisfactory experiences in all aspects of the program, answering “agree” or “strongly

agree” to all questions, which primarily centered on the learning objectives and the specific

programs of orientation. This indicates that the stated goals of the planning team were met and,

most important, that students were supported in their transition to the college. Although all

questions related to the learning objectives were answered positively at 51% or higher (except

for one question about orientation groups and transition), there were some aspects of the

experience that stood out as successful and others that could be improved upon in the future.

Areas of Success

Making Connections

The first learning objective, to meet new and returning students, faculty, and staff, was

among the most successful aspects of Cornish Connection. New students reported meeting

fellow new students (97%), returning students (92%), and faculty or staff (90%). In addition, the

majority of students reported in the open-ended questions at the end of the survey that meeting

new people was their favorite part of Cornish Connection. Students particularly expressed their

appreciation for interacting with students outside of their departments. The Luau and Explore

Seattle were mentioned by many students as great occasions to connect with other students.

Several orientation groups were organized for special populations (non-traditional-age students

and transfers), and “I was happy to be placed in a group of older students; it made me feel less

alienated,” one student reported. Meeting others is an important aspect of the transition to college

because, as one student put it, “Meeting and making friendships with new people … made me

feel like Cornish is home.”


The orientation leaders (OLs) have an important role to play in the creation of

connections for new students. The OLs were given high marks on being informed (83% agree or

strongly agree) and welcoming and inclusive (87%, including 62% strongly agree). The numbers

drop slightly for the other marks about the OLs, but three-quarters of the new students still

agreed or strongly agreed that the OLs were aware (77%), energized (77%), and role models

(75%), and that they would feel comfortable approaching their OL during the year (76%).

Code of Conduct

Another area with high positive response rates was about the students’ commitment to

being a positive member of the Cornish community by adhering to the Code of Conduct.

Students indicated that they understand the Sexual Misconduct Policy (97% agree or strongly

agree), understand their rights and responsibilities in the Code of Conduct (96%), and are

committed to adhering to the Code of Conduct (97%). Students were asked what they could

recall from the Student Rights and Responsibilities presentation, and many remembered the

video that was shown, the importance and definition of consent, and that there are resources

available at Cornish if sexual misconduct should occur. One student recalled that the presenters,

Jerry Hekkel and Brandon Bird, treated the students as adults, which made the student want to

listen to them and understand the rights and responsibilities.

Other Areas

Several other areas of the survey had high positive responses. These include:

1. Committing to make informed decisions that promote healthy behavior and risk: Almost

all students agree or strongly agree after the presentation on alcohol and other drugs that

they understand the effects of alcohol and drug use on their well-being (97%), they

recognize how alcohol and drug use affects the campus community (97%), and they plan


to make responsible decisions regarding alcohol and drugs (96%). These responses may

be influenced by the fact that 88% of students found the presentation engaging.

2. Developing an understanding of their role in living in, learning in, and creating a diverse

and inclusive community: The presentation on creating an inclusive environment helped

students understand that diversity is more complex than race (94% agree or strongly

agree) and the importance of diversity on campus (94%). However, the numbers drop

slightly regarding students’ ability to articulate how to live a more intercultural life (72%)

and identify ways to be more inclusive and aware of personal impact (88%). This may

indicate that the presentation helped the students become more aware without helping

them as much to develop cultural competence skills. Again, the students found this

presentation to be engaging (87%, including 51% strongly agree).

3. Understanding the role of the liberal arts in their education: Students agree or strongly

agree that they recognize the ways liberal arts skills can benefit their development as

artists (92%). It is interesting to note, though, that only 78% said they understand the role

of Humanities and Sciences (H&S) courses in their curriculum. It is unclear what might

be causing the gap between their understanding of the importance of humanities and how

H&S classes address that need.

Areas for Growth and Improvement

Connection to Cornish and Seattle

The second learning objective for Cornish Connection was that students would feel

connected to Cornish and the surrounding city. While orientation helped students feel a stronger

connection to the Cornish campus (74% agree or strongly agree), students did not indicate as

strongly that they feel comfortable navigating the campus (64%) or feel familiar with the greater


community of Seattle around Cornish (60%). Helping students navigate campus is also related to

the learning objective that students will know about available campus resources and how to

locate them. The survey presented students with a list of campus offices; on average, the ability

to locate each office was around 60%. Noteworthy of those offices were the Library (98% could

locate), Writing Center (93%), and residence halls (85%). A mandatory session took place in the

Library and Writing Center, which likely explains the high percentage, and most of the new first-

year students live in a residence hall.

Noteworthy low marks for locations include the Cornish Student Leadership Council

(CSLC) Lounge (25%) and the shuttle stop at the Main Campus Center (42%). (Poncho

Auditorium was also low, but locating Kerry Hall is less relevant for students not in Music or

Dance.) The low mark for the shuttle stop is probably because there was construction going on

during Cornish Connection, and the shuttle stop location was unclear even for returning students.

The CSLC Lounge had also recently moved and was still being set up. One reason for the

students not being able to locate the offices is because the campus tour was led by their OLs and

at the OLs’ discretion. A suggestion for future orientations is for the OLs to be given a map and

plan for the campus tour, highlighting certain locations, and for the tour to be part of OL training.

Finding a connection to the greater community of Seattle was partly addressed through

the Cornish Connection events of Cornish Gives Back and Explore Seattle. However, both

events were optional. It is likely that students who did not attend one or both events would be

less familiar with the city. Students who did attend Explore Seattle said they were able to ask

questions about navigating Seattle (61% agree or strongly agree) and became familiar with a

local site or store that could be fun or useful (71%). As stated earlier, Explore Seattle was also

listed by several students as their favorite part of Cornish Connection, in part because it made


them “more comfortable in my new home,” “helped me be able to navigate the city a little

more,” and allowed them to “explore parts of the city I’ve never seen.” One goal of Explore

Seattle was to help students feel more comfortable navigating public transportation, but only

41% agreed or strongly agreed that was accomplished. This could be because some of the sites

did not require using public transportation to get to and also because some of the OLs leading the

excursions were not comfortable using public transportation themselves. Although this topic was

addressed several times during OL training, it would be worthwhile to consider other ways to

support OLs with that aspect. In addition, it might be useful to include a mandatory event at

Cornish Connection that involves going off campus.

Transition to College

Orientation leaders were given training and encouraged to discuss issues surrounding

transition to college as part of the orientation group times. However, this goal, associated with

the learning objective of identifying potential transition issues students may encounter and

developing strategies and support for those challenges, was not strongly met. Only 48% of

students agreed or strongly agreed that their orientation group helped them identify potential

transition challenges, and 51% said their group helped them identify potential strategies and

support. This may be in part because some of the OLs did not understand the schedule and did

not hold one of their group times, and because the more extended orientation group time on

Friday was not mandatory and was not well attended. The Mind Skills Buffet breakout session

provided by the counselors did help students recognize how to manage time, transition, personal

relationships, academic rigor, and/or stress more effectively (67%), and students became aware

of the resources and staff available to help them (82%) because of the presentation.


Out-of-classroom Engagement

One area that was included in the learning objectives for Cornish Connection, although

there was little formal programming around the topic, was that students would be able to identify

opportunities for out-of-classroom engagement and involvement. Only 61% of students agreed or

strongly agreed that they could do so. Those who were able to identify some opportunities wrote

about community service/volunteering, off-campus performances, and Student Interest Groups

(SIGs). Most of the students who responded positively indicated that their OL had helped them

learn about these opportunities, as well as some resident assistants and faculty members. Most

did not identify the CSLC Social as being one of those sources, even though CSLC and SIG

representatives were there. One way to improve that might be to expand the CSLC Social on the

seventh floor, providing a designated space for talking with the CSLC and SIG leaders away

from the louder area where students are gathering and socializing. Additionally, some of the OLs

were not aware themselves of opportunities like SIGs or getting involved off-campus, so more

training and details could be provided to the OLs.

Conclusion

Cornish Connection met its objectives with most students, supporting them in their

transition to the college by helping them to understand their responsibilities as part of the

Cornish community as well as the resources available to them. The strongest outcomes were

related to the most intentional aspects of the program. For example, there were specific

presentations on the Code of Conduct, diversity and inclusion, and alcohol and other drugs, and

students agreed highly that they understand those factors in their college experience. Students

also found connections with other new students, returning students, and faculty and staff, the

highlight of the event for many of the students.


Some of the other learning objectives for Cornish Connection were more tangential,

things that students might be expected to learn as a result of the overall experience but were not

specifically included as programs in the orientation. Those learning outcomes were less

successfully met, including students feeling connected to the campus and the city, understanding

potential transition issues and strategies for those challenges, and finding ways to engage outside

of the classroom. If these continue to be important considerations for Cornish Connection, it

might be advisable to find ways to incorporate these concepts more intentionally into the

program. Additionally, if possible, the OLs should receive additional training in order for them

to play a stronger role in helping the new students in these areas.

One of the great challenges of Cornish Connection is its short duration in which a lot of

information must be packed in. Therefore, although there are some areas that could see

improvement, it is noteworthy that the majority of students indicate that the learning objectives

were met through Cornish Connection 2014, including those more loosely structured objectives.

Additional efforts to meet these goals in future orientations will continue to enhance the program

and support incoming Cornish students in even stronger ways.

Documents

G - Cornish Connection Evaluation Report