Every Columbia College student’s journey toward leadership is unique and builds on their personal experiences and dreams. Read about how the 4Cs of leadership are interpreted by a diverse group of young women, a new generation of leaders who are already making a positive difference.

Cheryl's Story

“In high school I was the quiet type,” says Cheryl Cockrell. “I just would stay in my own little world.” Cockrell’s family moved around some as she grew up, from Charleston, S.C., to Atlanta, Ga.; then to Greenville and Greenwood, S.C., then to Raleigh, N.C. She attended two high schools: Ninety Six High School, with a student body of around 500, followed by the S.C. Governor’s School for the Arts and Humanities. The public residential high school serves ninth to twelfth grade students who are exceptionally gifted in dance and eleventh and twelfth grade students talented in creative writing, drama, music, or the visual arts.

Cockrell was accepted on the basis of her gifts as a pianist and attended the Governor’s School her last two years of high school. She says, “It was a lot of hard work, a lot of late nights. But it was by far the best thing I’ve ever done. It pushed me past what I thought I was capable of. It was not only academically challenging but encouraged me to reach for musical talents I hadn’t explored.” Students were required to study in more areas than their specialty – Cockrell’s was piano – and to attend cultural events and performances. “I do remember one humanities class when it all came together, English and visual arts and music. I realized I wasn’t there just to learn and get good grades, but to experience all I could in life and take it to a higher level.”

Cockrell chose to attend Columbia College because she was interested in “women’s colleges, small colleges, liberal arts colleges, and I did want to stay in South Carolina.” She chose math as a major “because I’ve always loved it and been very good at it, and when I was looking at my list, nothing else looked good. Now, I have no idea what to do with it.” During her freshman year, Cockrell joined a variety of organizations and attended numerous events. “I was excited to be in college, and I wanted to try new things.” At the end of her first semester, “They needed a president for the Columbia College Activities Board, and nobody raised her hand.” The board provides and coordinates social and recreational activities, six each year: the Activities Fair, the Ludy Bowl, Dad’s Night, Mom’s Day, the Spring Formal, and Fun Day. Cockrell has served as president for three years. “I’ve always been quiet, and here I was leading meetings of fifteen people. That was tough, but I was fulfilled. I got better and better and realized I could do other things.”

She also realized she could become, maybe already had become, a different person. “I didn’t have to be this person I had been. It was a choice. I could have chosen to sit back. But I chose to grab that opportunity. I had the same feeling when I signed up to be an orientation leader, but I don’t think that was a good experience for me. Teaching really strung me out. I understand that’s fine, too. You try some things, and they don’t work out.” She adds, in an effort to define leadership, “It’s experience, and it’s choice. Every single minute of the day you have a choice of what to do and how to life your life. I try to remember why am I at school; why am I waking up in the morning? Do I want to go to class and take notes and leave? Or speak up and learn?” Then she adds, “I think of leadership as being a role model. Leaders have influenced me to be a better person. I think you lead by example.”

Cockrell says she has used her opportunities to define leadership for herself. She says she believes one leader creates another leader. Her minor is Leadership Studies, which requires sixteen semester hours, including Leadership Awareness, Leadership Theories and Strategies, Leadership in Context, and Leadership in Action. However, she is not taken with the 4 C’s, leadership development that emphasizes courage, commitment, confidence, and competence. “I’ve never liked learning tools. They don’t become real to me; they’re in one ear and out the other. For me, I’ve gained from experience. No amount of teaching can replace that. I can’t think of a single class that makes up for CCAB, of being president or going to other schools for student leadership conferences.” She says serving on CCAB reminded her that a few people “do all the work,” but leadership education would remind and surprise people how much participation “pays off. I’d like to see that message imbued in everyone.”

Even so, she thinks the school’s leadership training should be widespread. “Offer it to everybody. You really have to from a political and philosophical standpoint. Everybody should be offered the same opportunity. Some people don’t know what’s going on. I, for example, got piano and dance lessons when I was young. If you’re given these things you branch out and grow and grow. If you aren’t, you don’t have the same opportunities. I’ve had opportunities come from other opportunities.”