Equity, Diversity, and Inclusion
004 Engaging Social Justice: From Awareness to Action
Monday, March 30 • 8:00am – 4:00pm
Grapevine 1-3
Must have preregistered to attend this workshop
Rev. Dr. Jamie Washington, Washington Consulting Group
We all know how important it is to take care of ourselves in mind, body and spirit. One of the greatest challenges is our inability to have real and effective conversation about and across difference. Achieving social justice is both a process and a goal. The goal of social justice education is full and equal participation of all groups in a society that is mutually shaped to meet their needs. Social justice includes a vision of society that is equitable and all members are physically and psychologically safe and secure. This session will introduce participants to the foundations of a five-day institute based on achieving greater inclusion on campus and in society.
Core Competencies: Philosophy & Theory
Learning Objectives:
  1. Articulate a clear definition of social justice, and be able to clearly identify the role of power and privilege in achieving social justice.
  2. Identify the dynamics of exclusion that show up in their individual lives both professionally and personally.
  3. Identify next steps for creating greater inclusion and more socially just campus communities.
See page XXX for more information on this invited speaker.
Photo Jaimie Washington; EDI Icon
Equity, Diversity, and Inclusion; Personal/Professional Development
024 Walking the Line of Privilege
0.1 NIRSA CEUs
Tuesday, March 31 • 9:40am – 10:40am
Austin 4-6
Equity, Diversity, and Inclusion Commission
Power is known as the ability, strength, and capacity to do something; in short, it is an ability to exercise control. Individuals with power have access to systems and resources as legitimated by individuals and societal institutions. Privilege can be described as entitlements, advantages, benefits, assumptions, and expectations granted based on membership in a culturally dominant group. This session will outline components of power and privilege, help participants recognize and understand areas in which they have power and privilege, and apply these concepts to working in the field of collegiate recreation.
Core Competencies: Philosophy & Theory; Personal & Professional Qualities
Learning Objectives:
  1. Identify seven categories in which privilege exists.
  2. Identify ways to relate to others in the workplace in and effort to help eliminate social injustices created by power and privilege.
EDI Icon
Equity, Diversity, and Inclusion
034 Finding the Spirit within: Exploring Spirituality and Leadership
0.1 NIRSA CEUs
Tuesday, March 31 • 10:50am – 11:50am
Grapevine A/1-3
Rev. Dr. Jamie Washington, The Washington Consulting Group
Finding the Spirit within: Exploring Spirituality and Leadership will explore questions like: Do you shy away at conversations related to spirituality? How do we engage in conversations about spiritual differences without getting shut down or shutting down others? This session offers principles and key concepts to help us to stay in the conversation as leaders.
Core Competencies: Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Articulate foundations for learning across religious and spiritual diversity.
  2. Articulate the importance of developing the awareness, knowledge, and skills in order to engage religious and spiritual diversity.
  3. Examine programs, policies and practices through the lens of religion and spirituality.
Photo – Jaimie Washington, EDI Logo
Managing/Leading Professional Staff; Equity, Diversity, and Inclusion
042 A Conversation with Successful Women in NIRSA
0.1 NIRSA CEUs
Tuesday, March 31 • 1:30pm – 3:00pm
Austin 4-6
Stefani Plummer, California Baptist University
There are many paths to success in leadership for women. This session shows there is no single way for women to become successful within the profession of campus recreation. The roads each presenting woman took were vastly different and each one challenged the popular definition of success. Hear about different paths NIRSA women have taken as they progressed in their career; gain how-to tips that can help shape your own leadership journey.
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; Managing/Leading Student Staff
044 Engaging Student Veterans: Student Employment and Future Professionals
0.1 NIRSA CEUs
Tuesday, March 31 • 1:30pm – 3:00pm
Fort Worth 1-2
Julia Avans, American University; Rob Jech, The Ohio State University; and Daryl Shreve, Boston College
With international conflicts in the Middle East drawing to a close, veteran students are enrolling at two and four year institutions in record numbers. Learn how to utilize student veterans as employees and assist in their development as they become future collegiate recreation professionals.
Core Competencies: Human Resource Management; Personal & Professional Qualities; Philosophy & Theory
Learning Objectives:
  1. Learn about the inherent benefits of employing student veterans in collegiate recreation.
  2. Identify two strategies to serve as an effective manager for student veterans.
  3. Develop a training program for your staff that helps them learn how to work with student veterans.
Equity, Diversity, and Inclusion
046 Supervision across Differences: Avoiding the Pitfalls
0.1 NIRSA CEUs
Tuesday, March 31 • 1:30pm – 3:00pm
Grapevine A/1-3
Rev. Dr. Jamie Washington, The Washington Consulting Group
“I want people to come to work and just do their jobs. I dont think race, gender, or sexual orientation should matter in supervision.” This statement is one of many that reflects the need for more understanding regarding the importance of recognizing and respecting differences in the work place.
Core Competencies: Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Be able to articulate what kind of foundation is necessary to have an honest conversation about diversity in a supervisory relationship.
  2. Be able to identify, within the context of your own organization, opportunities and challenges related to supervision across differences.
  3. Learn what steps are necessary to be more effective in a supervisory relationship.
Photo – Jaimie Washington
Marketing/Public Relations; Equity, Diversity, and Inclusion
053 Inclusive Messaging: Reflecting Your Values in Your Marketing
0.1 NIRSA CEUs
Tuesday, March 31 • 3:10pm – 4:10pm
Austin 4-6
Brittany White, Colorado State University-Fort Collins; Erin Patchett, CRSS, RCRSP, Colorado State University-Fort Collins; and Ashley Wylde, Colorado State University-Fort Collins
Campus Recreation is continuing to make strides in the commitment to inclusivity through comprehensive programming and mindful planning of facilities. Why are these efforts important, what implications do they have on the community, and finally, how do we communicate these efforts to our campuses through our marketing? Join this session to see the subtle ways the Campus Recreation department at Colorado State University is applying these values in their marketing through video, web, and printed materials as well as through partnerships with other on-campus entities and the You Can Play Campaign.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory
Learning Objectives:
  1. Recognize inclusivity as a collective effort spanning across facilities, programming, and staff training, and be able to articulate this information to their own departments.
  2. Identify at least two inclusive marketing techniques that can be implemented at their facilities to create a more welcoming environment.
  3. Leave prepared to host collaborative meetings with various on-campus entities to strengthen their own inclusivity efforts.
Facility Management, Planning, and Design; Equity, Diversity, and Inclusion
059 Truly Inclusive of the Entire Student Population
0.1 NIRSA CEUs
Tuesday, March 31 • 3:10pm – 4:10pm
Grapevine C
Justin Caron, Aquatic Design Group; and Scott Palmer, Aquatic Design Group
This session will address the growing prevalence of special interest groups, and of individuals with physical and mental disabilities, in America. It will discuss how to design your next facility to attract and comfortably accommodate these people, as well as bring up programming considerations that should be kept in mind.
Core Competencies: Facility Management, Planning & Design; Programming; Human Resource Management
Learning Objectives:
  1. Recognize the importance of providing visitors with aquatic facilities that can support programming geared towards the disabled.
  2. Recognize the importance of providing visitors with aquatic facilities that can support programming geared towards special interest groups.
  3. Learn how specific design elements can affect the types of programming your facility can offer.
Equity, Diversity, and Inclusion
071 Equity, Diversity, and Inclusion Roundtable
Wednesday, April 1 • 8:00am – 9:00am
Fort Worth 7
Jocelyn Hill, American University; and Tamara Jarrett, CRSS, CORE Unlimited, LLC
Discuss topics related to equity, diversity, and inclusion. Come exchange ideas, ask questions, and learn more about NIRSA’s continued efforts to consolidate equity, diversity, and inclusion as one of its strategic values.
EDI Icon
Equity, Diversity, and Inclusion; Risk Management/Legal Issues
086 Complying with Title IX in Club and Intramural Sport Programs
0.1 NIRSA CEUs
Wednesday, April 1 • 10:00am – 11:00am
Grapevine B/4-6
Jacqueline McDowell, Ph.D., George Mason University; Robyn Deterding, CRSS, University of Illinois at Urbana-Champaign; Terry Elmore, University of Illinois at Urbana-Champaign; and Edward Morford, University of Illinois at Urbana-Champaign
Title IX legislation seeks to prevent sex and gender discrimination in club and intramural sports, but guidance to encourage compliance with the law is limited and vague. This educational session will discuss how Title IX affects campus recreation departments, and will extend the dialogue surrounding the application of recommended gender equity guidelines for club and intramural sports programs.
Core Competencies: Programming; Facility Management, Planning & Design
Learning Objectives:
  1. Understand the legal requirements that campus recreation departments have under Title IX legislation.
  2. Use recommended gender equity guidelines to assess gender equity in their club and intramural sport programs.
  3. Identify strategies to help overcome structural and/or contextual factors that could impede gender equity efforts.
Global Perspective; Equity, Diversity, and Inclusion
110 I AM: A Culturally Competent Recreation Manager
0.1 NIRSA CEUs
Wednesday, April 1 • 1:00pm – 2:00pm
Austin 4-6
Sarah Shouvlin, Temple University; and Matthew Ostermeyer, Indiana University-Bloomington
This session will reframe the commonly cited challenges of serving an increasingly-diverse clientele. It will encourage practitioners to consider how they can more effectively make underrepresented populations feel like they matter and are included in recreation department missions. Concrete examples and strategies for inclusive advertising and programming, as well as a cultural competency assessment scale, will be shared.
Core Competencies: Programming; Philosophy & Theory; Personal & Professional Qualities; Research & Evaluation
Learning Objectives:
  1. Understand why the social-psychological concept of mattering is important and should influence a department’s commitment to serving diverse and underrepresented populations.
  2. Be able to identify and implement strategies for creating meaningful niche opportunities instead of relying on familiar one-size-fits-all approaches.
  3. Be able to assess your own, your organization’s, or your program’s cultural competencies using a cultural competence assessment scale.
Equity, Diversity, and Inclusion; Health/Wellbeing
116 Federal Legislation for Post-Secondary Students with Physical Disabilities
0.1 NIRSA CEUs
Wednesday, April 1 • 1:00pm – 2:00pm
Texas 1-3
Stephen Gambino, Ed.D., RCRSP, West Chester University of Pennsylvania; and Alison Epperson, Ph.D., Murray State University
There are two federal legislation documents that mandate post-secondary recreational activities for students with disabilities: Section 504 of the Rehabilitation Act of 1973, and The Americans with Disabilities Act of 1990. This presentation will highlight sections of these two documents–focusing on the justification of their intent–define the term “handicapped,” and clarify the term “inclusion.” It will also provide examples of how other institutions modified their recreational programs for students with physical disabilities.
Core Competencies: Philosophy & Theory; Programming; Research & Evaluation; Legal Liability & Risk Management
Learning Objectives:
  1. Be able to explain how these two documents address recreational sports programming for post-secondary students with physical disabilities.
  2. Be able to cite specific sections of these two pieces of legislation relating to providing recreational activities for students with physical disabilities.
  3. Be able to list examples of how to modify your current recreational sports programming in order to accommodate students with physical disabilities.
Special Event Programming; Equity, Diversity, and Inclusion
121 Engaging the Unengaged
0.1 NIRSA CEUs
Wednesday, April 1 • 3:00pm – 4:00pm
Austin 4-6
Bonnie Hainline, Southern Methodist University; and Brendan Greisberger, The Ohio State University
Join us as we discuss strategies for engaging underrepresented populations on your campus in collegiate recreation activities. This session will include programming ideas, collaborative strategies, and a guide to empowering students to engage their peers.
Core Competencies: Philosophy & Theory; Programming; Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Understand the value and utility of a program area that focuses on outreach and engagement within collegiate recreation.
  2. Be able to identify new program ideas for engaging underrepresented populations on campus.
  3. Develop new networking, prioritization, and adaptability qualities to utilize in the development of collaborative programs.
Outdoor; Equity, Diversity, and Inclusion
147 Beyond Escape and Adrenaline: Programming for Diverse Participants
0.1 NIRSA CEUs
Thursday, April 2 • 9:50am – 10:50am
Fort Worth 5-6
Todd Grier, University of Nebraska-Lincoln; and Grace Andrews, University of Nebraska-Lincoln
For decades, campus recreation professionals have been aware of a lack of diversity in outdoor adventure participants. They have attempted to address this issue, but theres been little evidence of significant success. Unfortunately, most common solutions often treat symptoms of a lack of diversity, but fail to recognize the complexities of the issue. A lasting solution requires rec professionals to ask some tough questions. In this presentation, we will examine the cultural meaning of wilderness and adventure in an effort to understand why the outdoors still fails to be widely relevant to a broader population of races, ethnicities, genders, and abilities.
Core Competencies: Philosophy & Theory; Programming
Learning Objectives:
  1. Identify three symbolic meanings that “nature” and “adventure” have.
  2. Identify three phases in the intercultural competency model and their impact on outdoor adventure programs.
  3. List three tangible steps outdoor adventure programs can take to reposition the offerings they provide for a broader audience.