Managing/Leading Student Staff; Personal/Professional Development
007 J. Michael Dunn Student Professional Development Workshop
Monday, March 30 • 8:00am – 3:00pm
Grapevine D
Must have preregistered to attend this workshop
Beththena Johnson, The Ohio State University
Students will gain an enlightening foundation for a successful conference at this full-day event. The goal of this workshop is to inspire NIRSA student members to continue to learn about NIRSA and collegiate recreational sports as a profession as well as to enhance their self-awareness through motivational interaction with their peers and professionals. Attendees can expect to learn about different leadership topics and techniques, the values of the Association, and how to build a strong network within the field.
Core Competencies: Personal & Professional Qualities
Learning Objectives:
  1. Develop networking skills to begin initiating or further enhance their connections within collegiate recreational sports.
  2. Articulate NIRSA’s strategic values and their importance within recreational sports.
  3. Develop and enhance their knowledge base within professional and personal competencies.
Student Logo
Managing/Leading Student Staff
017 Collegiate Recreation Student Employee as Student Leader
0.1 NIRSA CEUs
Tuesday, March 31 • 8:30am – 9:30am
Grapevine C
Cara McFadden, Ph.D., Elon University; and Julie Wallace-Carr, Ph.D., James Madison University
Collegiate recreation student employment opportunities are available in a number of programmatic areas from facilities, intramurals, aquatics, fitness, and outdoor adventure. Within recreation departments the number of student employees range anywhere from 50 to 500. Typically, these departments are some of the largest providers of student employment opportunities on campuses across the country. Learn how to use sustainable approaches towards developing student employee leadership in collegiate recreation work environments.
Core Competencies: Philosophy & Theory; Personal & Professional Qualities
Learning Objectives:
  1. Learn at least two theories related to student employee leadership development.
  2. Identify two sustainable approaches for developing student employee leadership that would benefit your collegiate recreation work environment.
Leadership Icon
Managing/Leading Student Staff; Student Learning Outcomes
029 The Social Change Model of Leadership and Recreation
0.1 NIRSA CEUs
Tuesday, March 31 • 9:40am – 10:40am
Grapevine C
Don Stenta, Ph.D., The Ohio State University; and Cara McFadden, Ph.D., Elon University
The Social Change Model of Leadership Development provides an excellent foundation for understanding how leadership can be fully implemented in a recreation setting. This session will outline the model and offer perspectives on how to connect the eight values with student leadership development.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory
Learning Objectives:
  1. Connect the eight values in the social change model of leadership to your recreation program.
  2. Identify and be able to explain at least two ways to link the social change model to student development in recreation.
Leadership Icon
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.
Managing/Leading Student Staff; Student Learning Outcomes
047 Student Staff Development: A Guide to Effective Curriculum and Instruction
0.1 NIRSA CEUs
Tuesday, March 31 • 1:30pm – 3:00pm
Grapevine B/4-6
Mark Munguia, The University of Texas at San Antonio
As student affairs practitioners, developing students through employment must remain at the core of what we do. Learn four components that are integral to developing a comprehensive plan for instruction and student learning. This plan will address student success as it relates to development, retention, and career preparation. Participants will learn how to create a curriculum that provides an intentional, consistent, and unified approach towards the development of student staff. The curriculum will also address the need for professionals and the university community to validate every student’s abilities to learn and enhance transferable skills prior to graduation.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory; Research & Evaluation
Learning Objectives:
  1. Identify four components necessary to develop an effective student staff development plan that fosters learning and progression.
  2. Identify barriers associated with the development and implementation of a student staff development curriculum.
  3. Understand Dr. Laura Rendón’s Validation Theory as a key component of student learning and success.
Fitness; Managing/Leading Student Staff
049 1, 2, 3, 4, Now I Have to Cue!
0.1 NIRSA CEUs, 0.1 ACE CECs, 1.0 AFAA CEUs, 1.0 ACSM CECs
Tuesday, March 31 • 1:30pm – 3:00pm
San Antonio 4-5
Ashley Varol, University of Cincinnati
What matters more than a class’ format, no matter the gym, facility, or studio where it’s taking place, is the instructor and how they communicate with their participants. This session will review the many teaching strategies available to instructors, as well as different learning styles and the stages of behavior change. It will discuss how all of these factors impact the cues instructors use. There will be hands-on practice using dynamic, informational, and fun cues which better engage participants.
Core Competencies: Programming; Human Resource Management
Learning Objectives:
  1. Learn concepts and skills that are crucial to being a great fitness instructor.
  2. Learn about the types of cues that can be used in classes, and how they impact and reach participants.
  3. Understand how to use language that is truly motivational and inspirational.
Student Learning Outcomes; Managing/Leading Student Staff
051 How Students Navigate Learning within On-Campus College Student Employment
0.1 NIRSA CEUs
Tuesday, March 31 • 1:30pm – 3:00pm
Texas C
Sandi Carlisle, CRSS, Northern Illinois University
Recent college-student employment research has focused on the effects of employment on academic success, and on identifying learning outcomes that are a result of the student work experience. Yet, little is known about how that learning occurs and what student affairs professionals can do to optimize learning. Very little attention has been afforded to how on-campus college student employment creates opportunities for learning, how learning occurs within that environment, and what this work experience means for these students. Doctoral research findings will be discussed.
Core Competencies: Research & Evaluation; Philosophy & Theory
Learning Objectives:
  1. Be able to articulate ways that student employees in campus recreation narrate their past and current experiences as they relate to their learning.
  2. Identify five strategies that college student employees in recreation use to navigate learning within their student employment experience
  3. Understand how student employees’ perceptions of work change over time.
Student Learning Outcomes; Managing/Leading Student Staff
056 New Directions: Student Leadership in Collegiate Recreation
0.1 NIRSA CEUs
Tuesday, March 31 • 3:10pm – 4:10pm
Fort Worth 5-6
Don Stenta, Ph.D., The Ohio State University; and Cara McFadden, Ph.D., Elon University
This session will provide updates from NIRSA’s Leadership Commission, including sharing leadership models and recent research reports linking recreation programming with the Multi-Institutional Study of Leadership. In addition, the Commission will provide information about the upcoming publication of a New Directions in Student Leadership volume focused on student leadership in collegiate recreation.
Core Competencies: Philosophy & Theory; Business Management; Research & Evaluation; Personal & Professional Qualities
Learning Objectives:
  1. Explain leadership models being used by the NIRSA Leadership Commission.
  2. Discuss the content and focus of a new leadership book due for release in Autumn 2015.
Intramurals/Officiating/Extramurals; Managing/Leading Student Staff
057 The Super IM Supervisor Training Program: Developing Tomorrow’s Leaders
0.1 NIRSA CEUs
Tuesday, March 31 • 3:10pm – 4:10pm
Grapevine A/1-3
Ashley Lax, University of Wisconsin-Madison; Michael Husted, Seminole State College of Florida; and Victoria Landron, Louisiana State University
Intramural supervisors are the front line of any IM program. Effective training is key to a new supervisor’s success. This presentation will outline the Intramural Supervisor in Training program, a series of developmental workshops and classes aimed at advanced progression using student learning theory. The presentation will illustrate how the program can better prepare your supervisors for their new leadership roles.
Core Competencies: Personal & Professional Qualities; Human Resource Management; Philosophy & Theory
Learning Objectives:
  1. Be able to identify the influence of a comprehensive supervisor training on student development.
  2. Gain the ability to implement one aspect of the Intramural Supervisor in Training program into current supervisor training.
  3. Learn the benefits and challenges of implementing an Intramural Supervisor in Training program into supervisor training.
Managing/Leading Student Staff; Personal/Professional Development
068 Performance Enhancing What? Creating Effective Employee Appraisals
0.1 NIRSA CEUs
Wednesday, April 1 • 8:00am – 9:00am
Austin 4-6
Lexi Chaput, University of Michigan-Ann Arbor; and Scott Vandermoon, CENTERS, LLC At DePaul University
Employee appraisals are a valuable tool, but also a large time commitment. Learn how to make the best use of your time, and your student employees’ time, by creating an effective process that creates clear expectations and gives student employees opportunities to measure their successes.
Core Competencies: Philosophy & Theory; Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Be able to articulate the various phases of the employee life cycle.
  2. Identify the steps of the appraisal preparation process.
  3. Be able to demonstrate the discussed techniques of an appraisal.
Managing/Leading Professional Staff; Managing/Leading Student Staff
072 You Can’t Be a Leader without Followers
0.1 NIRSA CEUs
Wednesday, April 1 • 8:00am – 9:00am
Grapevine A/1-3
Jacqueline Hamilton, Ed.D., RCRSP, Texas A & M University-Corpus Christi; and Kathleen Kilcoyne, Trinity College
Extensive development efforts and resources are devoted to leadership programs and education. Just as important is the reciprocal concept of followership, since you can’t be a leader without followers. We need to know how to be good followers–for the good of the cause and also to help us be effective leaders.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory; Human Resource Management
Learning Objectives:
  1. Be able to distinguish between leadership and followership characteristics and behaviors.
  2. Connect followership behaviors to development of personal qualities and accumulation of experience.
  3. Learn how to associate followership behaviors with group productivity, leadership development, and support.
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.
Managing/Leading Student Staff
082 From Transactional to Transformational: The Emerging Leaders Institute
0.1 NIRSA CEUs
Wednesday, April 1 • 10:00am – 11:00am
Dallas 5-7
Don Stenta, Ph.D., The Ohio State University; Alexander Borchers, The Ohio State University; Rob Jech, The Ohio State University; and Beththena Johnson, The Ohio State University
After taking a critical look at the student training program – which required students to attend developmental sessions – The Ohio State University Department of Recreational Sports chose to take a different approach. It developed the Emerging Leaders Institute for students who self-enrolled. Rooted in the Social Change Model, student attendees and facilitators have created an environment that fosters transformative leadership experiences.
Core Competencies: Philosophy & Theory; Personal & Professional Qualities
Learning Objectives:
  1. Be able to articulate at least two benefits to providing transformational leadership training.
  2. By reviewing the Emerging Leaders Institute’s assessment, learn about the essential elements of the program.
  3. Identify opportunities to assess your department’s required student training development workshops.
Managing/Leading Student Staff; Managing/Leading Professional Staff
087 The Ride to Common Sense Leadership
0.1 NIRSA CEUs
Wednesday, April 1 • 10:00am – 11:00am
Grapevine C
Shane Bennett, RCRSP, Southern Illinois University Carbondale
In today’s world, campus life seems to have become more hectic; a need to do more and more seems inevitable. This presentation will take the principles from Jon Gordon’s book The Energy Bus and break down how you can simplify your leadership style. It will also outline skills needed to be successful in developing students and staff.
Core Competencies: Philosophy & Theory; Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Be able to articulate at least four of the nine principles from Jon Gordon’s The Energy Bus.
  2. Begin to craft and develop your own definition of leadership.
  3. Be able to articulate at least four benefits of the common sense principles of leadership.
Managing/Leading Student Staff; Risk Management/Legal Issues
088 Assessing Customer Service, Job Knowledge, and Emergency Response with Departmental Audits
0.1 NIRSA CEUs
Wednesday, April 1 • 10:00am – 11:00am
Grapevine D
Erin Patchett, CRSS, RCRSP, Colorado State University-Fort Collins; Benjamin Burnham, Colorado State University-Fort Collins; Heather Foster, Colorado State University-Fort Collins; and Joey Halpin, Colorado State University-Fort Collins
Learn how to implement a departmental audit process that can help formally assess employee proficiency and skills in customer service, job knowledge, and emergency response. Operating with a student-led approach promotes student ownership with minimal impact on professional staff workload. Program outcomes include improved customer service, patron safety, and student development.
Core Competencies: Personal & Professional Qualities; Legal Liability & Risk Management; Research & Evaluation
Learning Objectives:
  1. Describe how to implement an audit program that covers customer service, job knowledge, and emergency response using the forms and procedures discussed.
  2. Develop pre- and post-audit assessments to analyze improvements in staff performance.
  3. Identify how to utilize student managers to lead the audit program autonomously.
Fitness; Managing/Leading Student Staff
105 We Are…ITPers!
0.1 NIRSA CEUs
Wednesday, April 1 • 11:10am – 12:10pm
San Antonio 4-5
Tamara Riddle, Pennsylvania State University-Main Campus; Julia Avans, American University; Brittany Guerin, North Carolina State University at Raleigh; and Jessica Norman, Washington State University
Find out how instructors who grew out of the same instructor training program are now running their own programs at diverse universities across the country with an emphasis on continued instructor training. This session is geared toward showcasing options that professionals have to potentially better develop and grow instructors.
Core Competencies: Programming; Human Resource Management; Philosophy & Theory
Learning Objectives:
  1. Learn how to classify what type of training program–internal, external, mixed, etc.–is currently offered at your institution.
  2. Recognize what type of training program might work best at your institution based on existing resources and support.
  3. Identify three different approaches to implementing instructor development within your current program.
Managing/Leading Student Staff; Research/Assessment
106 When Recreation Is More Than Just Sport: Influences on Leadership Development
0.1 NIRSA CEUs
Wednesday, April 1 • 11:10am – 12:10pm
Texas A-B
John Dugan, Ph.D., Loyola University Chicago
This session will present results from a NIRSA-funded research project that used data from the Multi-Institutional Study of Leadership to explore the influences of campus recreation on college student leadership development. The presentation will highlight key findings and engage participants in discussing how they infuse key interventions that leverage leadership development into campus recreation programs.
Core Competencies: Personal & Professional Qualities; Research & Evaluation
Learning Objectives:
  1. Be able to articulate the influences of campus recreation on leadership development.
  2. Be able to identify interventions that increase leadership development.
  3. Be able to translate findings into practical applications in the campus recreation context.
Photo – John Dugan
Risk Management/Legal Issues; Managing/Leading Student Staff
113 Active Shooter: One Plan Just Isn’t Enough
0.1 NIRSA CEUs
Wednesday, April 1 • 1:00pm – 2:00pm
Grapevine B/4-6
Kate Dorrity, Purdue University
An active shooter incident is devastating for a college campus. Developing a department response plan can be challenging because of both the unpredictable nature of such an incident and the complex role recreational sports play on college campuses. Learn how to create situation-based response plans and implement an associated staff training session that provides a safe environment and focuses on flexibility.
Core Competencies: Legal Liability & Risk Management; Human Resource Management; Business Management
Learning Objectives:
  1. Learn how situational awareness is critical in determining an appropriate response.
  2. Be able to identify three ways of responding to an active shooter incident based on the location of the incident.
  3. Develop staff training practices to best prepare them for the challenges they will face in an active shooter incident.
Managing/Leading Student Staff
126 Empowering Our Student Leaders through Engagement
0.1 NIRSA CEUs
Wednesday, April 1 • 3:00pm – 4:00pm
Grapevine B/4-6
Kari Budnik, University of Central Florida, Cayla McAvoy, University of Central Florida and Lacey Carter, University of Central Florida
This session will highlight opportunities and initiatives your department can implement to motivate your student staff and further develop them into campus leaders. Quality programming and events that will offer your students various experiences to fine-tune their leadership skills and help them become future successful leaders will be discussed. Learn how to engage and empower today’s modern-day student.
Core Competencies: Philosophy & Theory; Human Resource Management
Learning Objectives:
  1. Articulate at least three ways to engage student staff outside of day-to-day job responsibilities.
  2. Identify student leadership development programming that you could possibly bring back to your department.
  3. Understand how Chickering’s Theory relates to the development of student employees and the training opportunities they are afforded.
Managing/Leading Student Staff; Managing/Leading Professional Staff
136 Identifying the Grey: Recognizing the Expanding Roles of Campus Recreation
0.1 NIRSA CEUs
Thursday, April 2 • 8:40am – 9:40am
Dallas 5-7
Rob Latva, Wayne State University; Justin Harden, Wayne State University; and Madeleine Sweeney, Wayne State University
Our presentation will encompass the expanding roles of campus recreation professionals. Our roles have expanded to include parent, counselor, mediator, and confidante. Discussing and accepting these roles can create a culture of expectations and comfort for our students. In this presentation, we will discuss the “grey” areas of campus recreation that involve student employees. These include employee accountability, the personal matters of our employees, and employee to employee interactions.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory
Learning Objectives:
  1. Understand that developing a culture of expectations and comfort can create a deeper trust between the professional and student employee.
  2. Understand that grey areas do exist and should not be overlooked.
  3. Understand that not all employee situations are outlined by your employee handbook.
Family/Youth; Managing/Leading Student Staff
140 From Concept to Construction: Building a Recreation Camp from Ground Zero
0.1 NIRSA CEUs
Thursday, April 2 • 8:40am – 9:40am
Grapevine 4-6
Timothy Collins, University of California-Riverside; and Mike Conley, University of California-Riverside
Summer camps–which are generally held once most of the students leave after finals–are becoming more common on university campuses. Learn the components necessary to start or enhance summer camps at your university while increasing program collaboration.
Core Competencies: Programming; Legal Liability & Risk Management
Learning Objectives:
  1. Discover how to create and implement an engaging summer camp program or enhance one currently in place.
  2. Become familiar with best practices and trends after hands-on application.
  3. Identify methods of generating an inclusive recreational summer camp while focusing on program collaboration.
Fitness; Managing/Leading Student Staff
141 You Said WHAT!?
0.1 NIRSA CEUs, 0.1 ACE CECs, 1.0 AFAA CEUs, 1.0 ACSM CECs
Thursday, April 2 • 8:40am – 9:40am
San Antonio 1-3
April Boulter-Ruther, Loyola University Chicago; and Sara Augustinas, Georgia State University
Why are some people so easy to talk to? Are you training your personal trainers, group fitness instructors, and facility staff to be these people? Take a new approach to communication and staff development with your fitness staff. This session will bridge the connection between learning outcomes, communication strategies, and reflective processes. See how these techniques can make a difference in student staff training, student mentorship, and customer interaction.
Core Competencies: Philosophy & Theory; Programming
Learning Objectives:
  1. Identify five behavior frames that shape communication.
  2. Describe one communication technique to enhance rapport.
  3. Learn at least one form of reflection to aid in leadership development.
Managing/Leading Student Staff
146 When You’re the New Kid on the Block: Inheriting Your Student Staff
0.1 NIRSA CEUs
Thursday, April 2 • 9:50am – 10:50am
Dallas 5-7
A’Naja Bass, California State Polytechnic University-Pomona; and Lashica Thomas, Columbus State University
Student staff support is vital to the success of campus recreation programs across the nation, and managers strive to recruit, build, and develop their all-star teams. As professionals, we change institutions or positions many times in our careers and find ourselves being the new face on campus taking on someone else’s all-star team. Learn how to turn the challenging task of inheriting a student staff into a rewarding leadership opportunity.
Core Competencies: Business Management
Learning Objectives:
  1. Learn about scenarios that may arise for graduate assistants and new professionals preparing to take on the challenges of inheriting a new student staff.
  2. Identify common mistakes that will likely hinder a smooth management transition.
  3. Learn effective techniques for gaining support and creating buy-in from an inherited student staff.
Managing/Leading Student Staff; Student Learning Outcomes
158 Campus Rec Findings from the Multi-Institutional Study of Leadership
Thursday, April 2 • 11:00am – Noon
Grapevine 1-3
John Dugan, Ph.D., Loyola University Chicago; and Stacey Hall, CRSS, Ph.D., University of New Hampshire
This presentation will explore ways to build high-impact leadership development experiences for students through campus recreation. Insights stem from more than six years of research with the Multi-Institutional Study of Leadership and over 300,000 respondents from over 200 colleges and universities. This presentation will highlight key findings and engage participants in how those findings translate to recreation sport, intramural, and student employee contexts.
Photo – John Dugan
Managing/Leading Student Staff; Managing/Leading Professional Staff
161 The Emotionally Intelligent Team
0.1 NIRSA CEUs
Thursday, April 2 • 11:00am – Noon
San Antonio 4-5
Sarah Sheppard, James Madison University; and Heather Gately, James Madison University
Teamwork is one of the most important principles driving successful campus recreation programs throughout the country. Come learn about the seven key skills to becoming a better teammate and leader based on The Emotionally Intelligent Team by Marcia Hughes and James Bradford Terrell.
Core Competencies: Philosophy & Theory; Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Understand the term “Emotional and Social Intelligence” or ESI.
  2. Identify the seven skills to becoming a better teammate and leader.
  3. Set a goal related to improving ESI on one or more of your teams.