Health/Wellbeing; Research/Assessment
005 Creating a Culture of Evidence for Health and Wellbeing
Monday, March 30 • 8:00am – 3:00pm
Grapevine B
Must have preregistered to attend this workshop
George Brown, CRSS, Ph.D., The University of Alabama; and April Moore, Florida State University
Evidence-based programming is essential to the advancement of the collegiate recreation field. As our responsibilities expand to include health and wellbeing, it is vital that we create a culture of evidence to validate our contributions. Evidence-based programming provides for continued institutional support; demonstrates contributions to student success and retention; and supports improved employee job satisfaction and a reduction in insurance costs. This workshop will provide attendees with tools and techniques for the development, measurement, and communication of wellness-centered, evidence-based programs for students, faculty, and staff.
Core Competencies: Research & Evaluation; Programming
Learning Objectives:
  1. Define evidence-based programming and a culture of evidence.
  2. Discuss multiple research design methods and the process to conduct program-specific, tailored research for student and employee programs.
  3. Articulate techniques to implement and communicate evidence-based program outcomes.
H & WB icon
Health/Wellbeing; Personal/Professional Development
016 Happiness Works: Increase Productivity, Creativity, and Motivation in the Workplace
Tuesday, March 31 • 8:30am – 9:30am
Grapevine B/4-6
Christopher Morris, CRSS, Florida State University; Jacob Eubank, University of North Carolina Wilmington; and Laura Spivey, Ed.D., University of North Carolina Wilmington
Collegiate recreation professionals are in the business of providing opportunities for physical activity, fun, and wellbeing to their campus communities. Yet professionals often stifle the idea of play, fun, and happiness in the workplace. Research shows happiness in the workplace can improve productivity; so smart organizations encourage happiness at work as a means of improving the bottom line.
Core Competencies: Philosophy & Theory; Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Be able to identify how happiness theory can relate to a positive workplace experience or culture.
  2. Identify two specific strategies or actions to implement in the workplace that support happiness theory.
  3. Identify two specific happiness-related programming modifications or additions that will positively impact a campus community.
036 Starting from Scratch: Employee Wellness Program
0.1 NIRSA CEUs, 0.1 ACE CECs, 1.0 AFAA CEUs, 1.0 ACSM CECs
Tuesday, March 31 • 10:50am – 11:50am
Grapevine C
Stefani Plummer, California Baptist University
An employee wellness program provides faculty and staff with resources to be well. It is especially important when faculty and staff job functions are pertinent to, and can affect, the student experience. Learn how one small college uses the resources within and around the university community to create a pragmatic and comprehensive wellness program.
Core Competencies: Programming
Learning Objectives:
  1. Establish what the wellness tenets are for your campus.
  2. Identify the resources on your campus and within your community.
  3. Articulate at least one idea for a new, or improved, employee wellness program.
Health/Wellbeing; Managing/Leading Student Staff
073 A Selective and Personal Wellness Improvement Program
0.1 NIRSA CEUs, 0.1 ACE CECs, 1.0 AFAA CEUs, 1.0 ACSM CECs
Wednesday, April 1 • 8:00am – 9:00am
Grapevine B/4-6
Robin Yeager, Fairmont State University; and Holly Frampton, Fairmont State University
Learn how to create and manage a selective and personal wellness program for college students where participants are accepted based on health requirements, history, motivation, and personal goals. They are assessed for weight, blood pressure, circumference measurements, and BMI; begin an exercise regimen; and also attend wellness events focusing on nutrition, stress, and health presented by students, faculty, and staff. The nine week program incorporates and uses exercise science and dietary management students who are fulfilling internship requirements.
Core Competencies: Programming; Research & Evaluation; Business Management
Learning Objectives:
  1. Learn how to create and implement a personalized and selective wellness program
  2. Identify university resourcesincluding facilities, staff, undergraduate and graduate studentsfor promoting and achieving wellness goals established in the program.
  3. Understand how to create a unique selection system for applicants, as well as an assessment and statistical evaluation.
Technology; Health/Wellbeing
089 Social Media, Mobile Technology, and Physical Activity Promotion
Wednesday, April 1 • 10:00am – 11:00am
San Antonio 4-5
Christopher Nasti, CENTERS, LLC At DePaul University; and Phil Marcinek, CENTERS, LLC At DePaul University
Social media and mobile technology can be powerful tools in the promotion of physical activity and participant retention. But the vast array of new products and applications can be overwhelming. This presentation will explore how campus recreation professionals can use these technologies to efficiently and creatively enhance their programs and services without letting them take over their work day.
Core Competencies: Business Management; Programming; Research & Evaluation
Learning Objectives:
  1. Learn what emerging web and mobile applications exist to connect campus recreation professionals with their students and community participants.
  2. Learn how to merge social media with existing programming models to enhance student participation and engagement.
  3. Learn how to maximize efficiency when using social media.
Equity, Diversity, and Inclusion; Health/Wellbeing
116 Federal Legislation for Post-Secondary Students with Physical Disabilities
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.
122 Health and Wellbeing Roundtable
Wednesday, April 1 • 3:00pm – 4:00pm
Dallas 1-2
Rachelle Winkler, Oakland University
Join fellow NIRSA members to discuss and share the latest trends and issues within the domain of health and wellbeing.
124 Christian Fellowship Roundtable and Worship Session
Wednesday, April 1 • 3:00pm – 4:00pm
Fort Worth 1-2
Mary Pittman, RCRSP, The University of West Florida
Come join us for a worship session of music and praise followed by a roundtable discussion about Christian leadership in collegiate recreation. This is a great session for NIRSA members to network and develop support or prayer groups for the year ahead!
Personal/Professional Development; Health/Wellbeing
128 Superwoman Syndrome: Balancing Confidence, Imperfection, and Leadership
Wednesday, April 1 • 3:00pm – 4:00pm
Grapevine D
Cara McFadden, Ph.D., Elon University; and Mila Padgett, University of South Carolina Aiken
Women struggle personally and professionally with the desire for perfection, and with how to balance career and family. Women are beginning to push back and seek strategies for building confidence and being effective leaders. Learn how to develop a personal plan to allow for imperfections, how to set priorities, and how to take time for yourself without guilt.
Core Competencies: Personal & Professional Qualities
Learning Objectives:
  1. Identify at least three sources for building effective leadership and confidence.
  2. Reflect on personal and professional qualities that can restore balance.
  3. Develop two personal priorities to implement by June 2015.
Facility Management, Planning, and Design; Health/Wellbeing
139 Design to Opening: Three Case Studies from Very Different Perspectives
Thursday, April 2 • 8:40am – 9:40am
Grapevine 1-3
Tony Daniels, CRSS, Prairie View A & M University; Joey Greenwood, RCRSP, Midwestern State University; Janet Jordan, Moody-Nolan, Inc.; and Hector Munoz, CRSS, The University of Texas at El Paso
This interactive presentation will explore how the build environment helps each institution achieve their mission to provide organized and self-directed recreation, intramural, wellness, and fitness programs to their campus communities. The three case studies presented in this session examine: a new collegiate recreation facility that includes the campus health center; the next phase of a planned expansion that took a different twist for better visibility and function; and a new comprehensive recreation center attached to an old athletic venue.
Core Competencies: Facility Management, Planning & Design; Business Management; Human Resource Management
Learning Objectives:
  1. Understand the basic steps involved with planning, designing, and constructing a new, renovated, or expanded recreation facility.
  2. Understand the human resource issues that impact your new or renovated facility so you can minimize costs and maximize delivery of services.
  3. Learn tips to nurture partnerships, either by design or default, that may not have common objectives.
Health/Wellbeing; Personal/Professional Development
144 From Gym Rats to Lab Rats: Campus Recreation Research for Health and Wellbeing
Thursday, April 2 • 9:50am – 10:50am
Austin 1-3
George Brown, CRSS, Ph.D., The University of Alabama; and Melanie Tucker, Ph.D., The University of Alabama
The field of campus recreation is often asked to provide evidence-based research supporting its mission and values. Recreation facilities, programs, and services can offer excellent research opportunities illustrating that they play a vital role in the campus community and in promoting health and wellbeing. In this session, learn more about such opportunities and the process for conducting this type of research.
Core Competencies: Research & Evaluation; Facility Management, Planning & Design; Business Management; Human Resource Management
Learning Objectives:
  1. Be able to define the term “research” and differentiate it from “quality improvement.”
  2. Be able to identify how research can be incorporated into campus recreation and used to promote its importance.
  3. Develop a research question pertaining to a research topic of interest to your school’s campus recreation department.
Personal/Professional Development; Health/Wellbeing
154 The Hero in You
Thursday, April 2 • 11:00am – Noon
Austin 4-6
Ryan Wingers, Georgia Southern University
Individuals should believe they are the heroes of their own lives because every person has the ability to achieve their own success. Explore how self-confidence and ego are essential to the development of the hero in you.
Core Competencies: Personal & Professional Qualities; Human Resource Management
Learning Objectives:
  1. Be able to articulate how self-confidence can help maximize an individual’s potential.
  2. Identify personal values most important to your own future decisions.
  3. Be able to locate mentors and allies to help you in your personal journey.