Topic: Equity, Diversity, and Inclusion

Equity, Diversity, and Inclusion; Personal/Professional Development
The Culturally Competent Leader 3938
  • 0.7 NIRSA CEUs
  • Sunday, April 3 • 8:00am – 3:00pm
  • Tallahassee 3
  • Must have preregistered to attend
  • Fabian DeRozario, CRSS
Culture manifests in all aspects of human action and interaction, including social and work relationships, rituals, moral systems, art and science. Human behavior can be better understood in the context of culture. Business and personal relationships in global and local settings can be enhanced when cultural differences among people are understood and such knowledge is applied. In this program, participants will understand the complexities of culture and the impact it has on everyday interactions, programs and services. Participants will take a self-assessment to know their own cultural nuances, and will create a personal cultural agility plan to improve their leadership competencies. This program concludes with a vibrant dialogue with NIRSA leaders on how cross-cultural competencies translate into the world of collegiate recreation, thus impacting service delivery, leadership development, and the growth and influence of NIRSA globally.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory
Learning Objectives:
  1. Culture Self-Assessment – explore several cultural dimensions through a self-assessment and realize the impact it has on self-expression, interpersonal dynamics, and leadership behaviors.
  2. Becoming a Culturally Competent Leader – participants will examine a leadership skills inventory to realize how one’s cultural predisposition translates to actions, decisions and behaviors. Participants will develop a personal plan to become more culturally competent and agile. This will include a series of practice role-plays.
  3. Cultural Competence in Collegiate Recreation — a dialogue with NIRSA leaders on how cross-cultural competencies impact service delivery, leadership development, and the growth and influence of NIRSA globally.
Equity, Diversity, and Inclusion; Intramurals/Officiating/Extramurals
Let’s Change the Game: the Impact of Including Unified Sports in a Competitive Sports Program 1907
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 8:00am – 9:00am
  • Osceola B
  • Scott George, Central Michigan University; Amanda Alpert, University of Mississippi; Dan Ekonen, Special Olympics Michigan; Sean Graninger, Central Michigan University
Across the country, at all levels of sport, Unified Sports is a growing program that uniquely benefits its participants. Through examples, testimonials, and research from two programs that currently have Unified Intramural Sports, learn how to plan and implement a Unified Sports program at your campus and beyond. Discover the impact that this inclusive program will have on the student population, competitive sports staff, local community, and athletes through the perspective of professionals and participants from both campus recreation and Special Olympics. Also, learn more about the new partnership between NIRSA and Special Olympics, promoting Unified Sports programming.
Core Competencies: Philosophy & Theory; Programming; Personal & Professional Qualities
Learning Objectives:
  1. Be able to identify and explain the strong personal impact and educational benefits that Unified Sports has on the lives of the staff, students, and athletes who participate.
  2. Discover an appropriate model for implementing a Unified Sports element into your competitive sports program.
  3. Identify potential challenges and growth opportunities that could exist on your campus once you’ve integrated Unified Sports into your competitive sports program.
Intramurals/Officiating/Extramurals; Equity, Diversity, and Inclusion
Examining the Experiences of Female Intramural Officials: A Qualitative Study 1763
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 10:30am – 11:30am
  • Osceola 4/5/6
  • Dylan Volpintesta, Valdosta State University; James Archibald, Ph.D., Valdosta State University
Campus recreation gives students a chance to get involved outside of the classroom; it provides them with great opportunities as both rec participants and employees. According to a 2007 study by Faircloth and Nelson, officiating intramural sports provides some of the best overall development for students. However, female officials had to deal with certain obstacles. These included inappropriate comments from participants and others doubting their abilities and their knowledge of the rules. These obstacles lead to problems retaining female officials. The purpose of this presentation is to explore the experiences of female officials and determine ways to create more positive experiences and development opportunities for all officials.
Core Competencies: Personal & Professional Qualities; Programming
Learning Objectives:
  1. Understand the obstacles female officials face while officiating intramural sports.
  2. Be able to develop strategies to increase the recruitment and retention of female officials.
Equity, Diversity, and Inclusion; Managing/Leading Student Staff
Interculturally-Focused Student Hiring: Beyond the Buzz Words 1902
  • Monday, April 4 • 2:15pm – 3:15pm
  • Sarasota 1/2/3
  • Emily Wilk, New York University; Mark Hoying, University of Dayton; Melissa Longino, University of Dayton
When we intentionally and actively seek to diversify our student employee team and create an inclusive environment for students across a full range of group identities, we ultimately shape the culture of the department and support individual and collective success. This session will explore strategies and initiatives for recruiting, interviewing, and selecting student staff.
Core Competencies: Human Resource Management; Philosophy & Theory; Personal & Professional Qualities
Learning Objectives:
  1. Identify systematic barriers to equality and inclusivity within recruitment and hiring practices.
  2. Explore alternative interview methods to embrace diverse learning styles, personality types, and cultural values.
  3. Apply an understanding of cultural competency, social justice, and inclusion to establish a framework for candidate selection.
Executive Leadership and Strategic Thinking; Equity, Diversity, and Inclusion
Play On: Rethinking Your Department’s Programming Philosophy 1684
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 3:30pm – 4:30pm
  • Osceola A
  • Steven Bobbitt, RCRSP, James Madison University
Programming to meet student needs can if you dig a little deeper to understand why students make certain choices go way beyond participation counts and survey responses. Join us as we discuss classical theories of play and, in detail, Stuart Brown”s theory of “Play Personalities.” Coupled with a solid assessment program, implementing a research-based curriculum can be the spark that connects your recreation program with academics and administrators. The rest of the session will be spent in discussing how you can alter your department or program to give students more of what they need: play!
Core Competencies: Philosophy & Theory; Programming
Learning Objectives:
  1. Be able to articulate the importance of play thanks to a review of classical theories.
  2. Understand Stuart Brown’s “Eight Play Personalities” as they relate to campus recreation programming.
  3. Cultivate strategies based on play theories to adjust programming on your campus.
Equity, Diversity, and Inclusion; Risk Management/Legal Issues
Gender Nonconforming Students: Locker Room Use and Program Participation 1839
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 8:30am – 9:30am
  • Osceola 4/5/6
  • Maureen McGonagle, CRSS, CENTERS, LLC At DePaul University; Shane Bennett, RCRSP, Southern Illinois University Carbondale
Campus recreation departments often aim to provide “something for everyone.” But how well are we serving our students who identify as gender non-conforming? Discussion points in this session will include our moral and legal responsibilities, facility and locker room policies, program participation, and communication. Participants will leave the session with helpful resources.
Core Competencies: Facility Management, Planning & Design; Legal Liability & Risk Management; Programming
Learning Objectives:
  1. Identify at least two legal obligations we have to gender non-conforming students regarding facility use.
  2. Be able to explain one element of NIRSA”s policy on transgendered student participation in programs.
  3. Articulate two considerations you will consider when drafting policy communications about gender non-conforming students.
Equity, Diversity, and Inclusion
Equity, Diversity, and Inclusion Commission program on Identity Development and Roundtable Updates 1998
  • Tuesday, April 5 • 9:45am – 10:45am
  • Sun D/4/5/6
  • Wendy Motch-Ellis, California State University, Fullerton
The Equity, Diversity & Inclusion Commission will provide a workshop touching on identity development, followed by a round table discussion of the work of the commission.
Personal/Professional Development; Equity, Diversity, and Inclusion
A Conversation with Successful Women in NIRSA 1890
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 11:00am – 12:30pm
  • Osceola B
  • Elisabeth Henry, University of California-San Diego; Chelsea Phipps, The University of Akron; Darcy Bingham, CRSS, University of California, San Diego; Jessica Adkisson, University of Colorado Boulder; Megan Krone, San Diego State University; Sarah Hardin, CRSS, Ph.D., CENTERS, LLC At DePaul University; Yvette Kell, CRSS, CENTERS, LLC At University of Missouri-St Louis
The conversation continues…new panel, new perspectives. The path of successful wonder women in leadership varies. This session shows there is no “one way” to be successful; the road looks vastly different for each woman and often challenges the popular definition of “success”. Hear about different paths NIRSA wonder women have taken as they progressed in their career. Learn some “how-to” tips that can help shape your path.
Core Competencies: Personal & Professional Qualities
Learning Objectives:
  1. Be able to identify different career paths that women in NIRSA have taken.
  2. Craft a definition of “successful” that applies to your own career path.
Equity, Diversity, and Inclusion; Risk Management/Legal Issues
Everyone Plays: Applying the Dear Colleague Letter to Campus Recreation 1767
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 1:30pm – 2:30pm
  • Miami 1/2/3
  • Jen Armbruster, Portland State University; Arianna Warner, Portland State University
Since the Department of Education published its 2013 Dear Colleague letter, athletics and recreation have been challenged to become more inclusive for athletes and patrons with disabilities. In this session, learn the key points of the Dear Colleague letter through interactive and fun activities of how your recreation center can become compliant because, everyone plays!
Core Competencies: Legal Liability & Risk Management; Philosophy & Theory; Programming
Learning Objectives:
  1. Be able to identify at least three critical concepts that would assist in your department becoming compliant with the 2013 Dear Colleague letter.
  2. Identify at least three ways that existing programming at your rec center can become more compliant with the 2013 Dear Colleague letter.
  3. Compare and contrast the spirit of the 2013 Dear Colleague letter with its literal interpretation.
Equity, Diversity, and Inclusion; Executive Leadership and Strategic Thinking
Heterosexism and Homophobia: Research and Practical Implications Surrounding LGBT Issues in Campus Rec 1696
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 2:45pm – 3:45pm
  • Osceola 1/2/3
  • Austin Anderson, Ph.D., University of Southern Indiana; Laurie Braden, RCRSP, CRSS, Louisiana State University; Wendy Motch-Ellis, California State University, Fullerton
Campus communities are continuing to experience increased levels of diversity, including LGBT students and recreational participants. This session will discuss current research involving heterosexism and campus recreation, as well as policy and practical implications moving forward for equitable participation and management of spaces. Presenters will discuss the current state and direction of research and active participation from attendees will address practical and management implications.
Core Competencies: Research & Evaluation; Personal & Professional Qualities; Philosophy & Theory; Legal Liability & Risk Management
Learning Objectives:
  1. Learn of the current research revolving around issues of heterosexism and homophobia within and of interest to campus recreation.
  2. Identify policy and management initiatives specific to campus recreation environments concerning LGBT inclusion within recreational spaces.
  3. Discuss future implications of policy, legislative and social change on campus recreation management and provision.
Equity, Diversity, and Inclusion
Serving Students with Disabilities 1679
  • 0.1 NIRSA CEUs
  • Wednesday, April 6 • 8:00am – 9:00am
  • Sanibel 1/2/3
  • Andrea Snead, University of Central Florida
This session will outline components of working with students with disabilities and help participants learn about using proper language when discussing or dealing with differently-abled students. The session will teach participants how to apply these concepts to their work at a recreation facility.
Core Competencies: Programming
Learning Objectives:
  1. Be able to define what is a disability.
  2. Identify three programs that can be offered to disabled students at their recreation facilities.