Topic: Personal/Professional Development

Personal/Professional Development
J.Michael Dunn Student Professional Development Workshop 1750
  • 0.7 NIRSA CEUs
  • Sunday, April 3 • 8:00am – 3:00pm
  • Miami 1/2/3
  • Must have preregistered to attend.
  • Rob Jech, 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 colllegiate recreational sport 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 techneques, the values of the Association, and how to build a strong network within the field.
Core Competencies: Business Management; 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 the knowledge base within professional and personal competencies.
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.
Personal/Professional Development
Women Leading Women 1747
  • 0.3 NIRSA CEUs
  • Sunday, April 3 • 9:00am – Noon
  • Naples 1
  • Must have preregistered to attend
  • Cara McFadden, Ph.D., Elon University; Mila Padgett, University of South Carolina Aiken
As women continue their professional trajectory in the collegiate recreation field personal levels of self-efficacy may impact applying for a new position, taking on a new role in the department, or applying to serve in a volunteer leadership role with in NIRSA. Women bring unique qualities to the workplace but often lack confidence in their ability. Together we will explore leadership traits that women leaders naturally possess. This workshop gives women the opportunity to connect with other leading women in NIRSA to learn strategies for survival, self-renewal, and reinvention by providing a half-day workshop to explore one’s personal and professional priorities through storytelling, reflection, and developing intentional personal leadership plans.
Core Competencies: Personal & Professional Qualities
Learning Objectives:
  1. Explain self-efficacy as it pertains to their personal leadership journey.
  2. Develop mentor/mentee relationships with attendees and facilitators participating in the workshop
  3. Identify personal and professional roles to design an intentional personal leadership plan for future professional and personal growth
Personal/Professional Development; Managing/Leading Professional Staff
The Professional Registry: What’s in It for Me? 1654
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 8:00am – 9:00am
  • Naples 1/2/3
  • Jennifer Puhl Winkler, RCRSP, University of North Dakota
Members from NIRSA’s Professional Registry Commission and from NIRSA’s Education Task Force will present on the history of the Registry for Collegiate Recreational Sports Professionals, the Registry’s core competencies, how to become and remain a member, and the value in attaining the designation of RCRSP. This session will foster discussion about ways to utilize and improve the Registry and provide an opportunity for Registry members or aspiring members to ask questions.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory; Human Resource Management
Learning Objectives:
  1. Understand the Registry’s structure, application, and renewal processes.
  2. Understand how the core competencies can be applied in the field of collegiate recreation.
  3. Identify resources for providing feedback on the future of the Registry.
Personal/Professional Development; Executive Leadership and Strategic Thinking
Parlez-Vous Recreation? Translating Recreation for Student Affairs Professionals 1983
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 8:00am – 9:00am
  • Osceola 4/5/6
  • Derek Hottell, Virginia Commonwealth University; Mark Williams, University of Notre Dame
Many collegiate recreation departments are housed within a division of student affairs, so being able to use the language of student affairs is essential to being able to affect change. Join us to learn how to use data, theory, and student voice to more effectively translate and frame the work of campus recreation for student affairs professionals.
Core Competencies: Philosophy & Theory; Business Management; Research & Evaluation
Learning Objectives:
  1. Be able to articulate how language affects the acceptance of your proposals.
  2. Be able to translate recreational theory and language to student affairs theory and language.
  3. Identify how to effectively tailor your message based on your particular audience(s) and purpose(s).
Managing/Leading Professional Staff; Personal/Professional Development
Managing Up for Departmental Success 1976
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 10:30am – 11:30am
  • Osceola B
  • Sarah Hardin, CRSS, Ph.D., CENTERS, LLC At DePaul University
What is “”managing up””? In this session focused on the associate director experience, participants will learn strategies for making the director and associate director relationship a synergistic one that contributes to organization success.
Core Competencies: Business Management; Personal & Professional Qualities; Human Resource Management
Learning Objectives:
  1. Be able to articulate two viewpoints of the term “”managing up.”
  2. Identify at least three methods or approaches for determining supervisor needs.
  3. Develop a proactive strategy for maximizing your own value to your supervisor and department.
Personal/Professional Development
HBCU (Historically Black Colleges & Universities) Roundtable 1781
  • Monday, April 4 • 10:30am – 11:30am
  • Sarasota 1/2/3
  • Chavonne Shorter, Spelman College; Jordin Williams, RCRSP, Delaware State University
This roundtable will address the challenges and trends impacting Historically Black Colleges and Universities in all aspects of collegiate recreation. Attendees will have an opportunity to network with other HBCU collegiate recreation professionals.
Personal/Professional Development; Managing/Leading Professional Staff
Years Worked Does Not Equal Promotion Earned: Mastering the Art of Career Advancement in Collegiate Recreation 1853
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 3:30pm – 4:30pm
  • Osceola B
  • Kurt Schooley, The Ohio State University; Christopher Morris, CRSS, Florida State University; Larry Mellinger, Elon University
Looking to make the jump to the next level? It’s going to take more than just time to get there. Learn how to create a plan to develop hard and soft skills and to use your current role to prepare for advancement. Attendees will learn how to help themselves achieve their collegiate recreation career goals.
Core Competencies: Personal & Professional Qualities; Human Resource Management; Philosophy & Theory
Learning Objectives:
  1. Develop a plan of action, strategies, and interventions for a personal life goal.
  2. Be able to articulate at least four ways to position yourself for a promotion.
  3. Develop a sustainable and actionable plan for a 3-5 year professional advancement goal.
Research/Assessment; Personal/Professional Development
Are you “Clark Kent” or “Superman?” (Presenting and Writing Competencies) 1895
  • 0.1 NIRSA CEUs
  • Monday, April 4 • 3:30pm – 4:30pm
  • Sanibel 1/2/3
  • Duane Crider, Kutztown University of Pennsylvania; Warren Simpson, RCRSP, Ed.D, Angelo State University; Allyn Byars, Angelo State University; Gerard Lyons, Idaho State University; Kayla Peak, Tarleton State University; Peter Titlebaum, Ed.D., University of Dayton; Veronica Snow, Ed.D., Angelo State University
Clark Kent was Superman, yet he kept his talents hidden behind a competent, mild-mannered alias. Likewise, professionals in the fields of recreation, fitness, and wellness tend to hide their “superpower” talents, and skills. Presenting and publishing offer ways to advance your career and showcase your professional talents and skills. NIRSA values these skills as advanced Core Competencies. This presentation will address the most common barriers to presenting and publishing. This presentation will include a panel of professionals experienced in the delivery of professional presentations and successful professional publications.
Core Competencies: Research & Evaluation; Business Management; Personal & Professional Qualities
Learning Objectives:
  1. Identify the main barriers to professional presenting and publishing.
  2. Describe how to talk to your professional audience.
  3. Define the basic steps to writing a professional article for an academic or trade publication.
Managing/Leading Student Staff; Personal/Professional Development
Applying the Multi-institutional Study of Leadership Findings and the Social Change Model to Collegiate Recreation 1863
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 8:30am – 9:30am
  • Naples 1/2/3
  • Gordon Nesbitt, CRSS, Ph.D., Millersville University of Pennsylvania
This presentation will describe the key findings or the Multi-Institutional Study of Leadership (MSL) and how these findings can be incorporated into recreational sports programs.
Core Competencies: Philosophy & Theory; Personal & Professional Qualities; Human Resource Management
Learning Objectives:
  1. Be able to define the key findings of the MSL.
  2. Learn the seven concepts of the Social Change Model of Leadership.
  3. Learn how to implement leadership self-efficacy, key findings from the MSL, and the Social Change Model of Leadership in your programs.
Personal/Professional Development; Managing/Leading Professional Staff
Orange Ya Glad I Didn’t Say Banana: Learning How to Increase Your Creative Output 1849
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 8:30am – 9:30am
  • Osceola 1/2/3
  • Andy Boehnlein, University of Michigan-Ann Arbor; Chelsea Phipps, The University of Akron; Phelan Fletcher, Kent State University at Kent
Have you ever found yourself saying, “”I”m not creative”” or ““But we can”t do that”?” Creativity is actually a learned skill, which can be improved by applying a few intentional strategies. Roger Von Oech”s book “A Whack on the Side of the Head: How to Unlock Your Mind for Innovation” outlines ten mental blocks to creative thinking. This presentation will focus on three of these hurdles that people face when approaching creativity, and how to overcome them. Come learn how to increase your creative output and apply it to the workplace. Whether it’s designing a new program, structuring a staff training, or simply reorganizing a storage space, a little innovation can go a long way! With different presenters all from a range of creative perspectives this session will surely include something for everyone!
Core Competencies: Personal & Professional Qualities; Philosophy & Theory
Learning Objectives:
  1. Gain an understanding of different creative mindsets and how people reach decisions.
  2. Understand the mental hurdles people face with creativity.
  3. Learn how to overcome mental blocks to make yourself more open to creative thought.
Personal/Professional Development; Managing/Leading Professional Staff
Managing Your Time in an Age of Greater Connection and Fewer Resources 1765
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 9:45am – 10:45am
  • Osceola 1/2/3
  • Julia Wallace-Carr, Ph.D., James Madison University; Neil Marrin, James Madison University
In the 1970s, textbooks in our field of study spoke about the advent of the four-day work week due to technological advancements. The claim was that people would have more leisure time. So what went wrong? Technology has increased our ability to connect with one another as well as our availability. This has created both less free time and more things to manage in the time we do have. Add these factors to a reduction in resources, and the expansion of programming and operations in our industry makes our time that much more difficult to manage. So how do we face the challenges of time management today? This presentation will give attendees tools to effectively manage their days, their meetings, and their projects.
Core Competencies: Personal & Professional Qualities; Human Resource Management; Business Management
Learning Objectives:
  1. Identify the time management challenges they face in the workplace and their personal lives.
  2. Be able to articulate at least two ways challenges with time management can predict either success or failure.
  3. Develop a plan for using at least one of the four new tools presented on to better manage time.
Personal/Professional Development
Marketing Yourself in the 21st Century 3984
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 11:00am – 12:30pm
  • Miami 1/2/3
  • Brittany Heiring, Colorado State University-Fort Collins; Ashley Wylde, Colorado State University-Fort Collins
Building a personal brand is a foreign idea for most people, but it can be an extremely beneficial practice for professionals of all levels — especially students entering the workforce. Learn how to make small changes to your social media pages to maximize transparency and show future employers why YOU are the best candidate for the job. In-depth tips for LinkedIn will be provided, as well as tips for Facebook, Twitter, Instagram, and even for building your own website.
Core Competencies: Personal & Professional Qualities
Learning Objectives:
  1. Identify the importance of transparency in social media and how employers are using a candidate’s online presence in their hiring decisions.
  2. Learn how to build a personal “brand” and how to consistently use that brand through a variety of media.
  3. Identify the proper way to set-up a LinkedIn account, including tips on headlines, previous experience, skills, endorsements, and outreach.
Personal/Professional Development
Putting Your Professional Foot Forward: the Importance of Mentorships, Resumes, and Professionalism in Campus Recreation 1739
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 11:00am – 12:30pm
  • Naples 1/2/3
  • Caroline Dotts, Georgia Institute of Technology; Bob Holub, CENTERS, LLC At Marshall University; Sean Ries, CENTERS, LLC At University of Alabama At Birmingha; Timber Hines, RCRSP, Emory University
Professional development and mentorship go hand in hand; but, creating significant, professional relationships can be challenging in any work environment. Learn how to successfully build your professional portfolio and establish meaningful mentorships at any level in your professional career. Consider arriving to this session wearing professional attire since there will be an opportunity to have a professional head shot taken.
Core Competencies: Personal & Professional Qualities; Research & Evaluation; Programming
Learning Objectives:
  1. Identify at least two key strategies for developing a strong mentor/mentee relationship.
  2. Recognize at least one barrier to creating meaningful mentorships by discussing how to overcome acknowledged barriers.
  3. Create a professional portfolio checklist and have a professional head shot taken.
Managing/Leading Professional Staff; Personal/Professional Development
A Model for Hiring, Training, and Developing Professional Staff 1748
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 11:00am – 12:30pm
  • Osceola 1/2/3
  • Lynn Zwaagstra, University of Arizona
Hiring, training and developing professional staff is important at all levels of an organization. A simple job matrix by position level could be the answer to questions like, “Is this the best person for the job?” or “How do I train this staff member?” In this session, learn how you can apply a simple pyramid matrix that contains essential job functions for each type of position to the hiring, training, and development of staff in your organization.
Core Competencies: Human Resource Management
Learning Objectives:
  1. Learn how to apply the concept of an essential job functions matrix to a holistic model of hiring.
  2. Identify strategies for using an essential job functions matrix to train staff at any level of an organization.
  3. Learn how to articulate ways to grow and develop staff using an essential job functions matrix.
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.
Personal/Professional Development; Health/Wellbeing
To Connect and Serve: Extending Your Influence On Campus and Beyond 3778
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 11:00am – 12:30pm
  • Osceola C/D
  • Paul Wesselmann, The Ripples Guy
We all want to make a difference in our work, and relationships obviously play a key role in maximizing our potential. We asked our longtime friend The Ripples Guy to synthesize and share his best ideas for helping us expand our effectiveness at connecting with and serving others. This session will forever change how you think about networking, communication, conflict, and inclusion. Besides being inspired and engaged, you will leave this session with fresh ideas and specific actions to cultivate connectedness and expand your impact on campus and beyond.
Core Competencies: Personal & Professional Qualities
Learning Objectives:
  1. Learn how to assess your own strengths and challenges in interpersonal engagement.
  2. Identify common mistakes that create barriers in relationships.
  3. Learn how to implement strategies to more effectively influence peers and those they serve.
Executive Leadership and Strategic Thinking; Personal/Professional Development
[CANCELLED] Becoming a Strategic Leader in Collegiate Recreation 1984
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 11:00am – 12:30pm
  • Sun C/1/2/3
  • JT Timmons, RCRSP, University of Iowa
In today’s higher education landscape, collegiate recreation professionals need to be well versed in what it takes to be a strategic thinker. This session will outline how, according to Beatty and Hughes, strategic leadership stands out: “it is broad in scope, future focused, and change oriented.” Learn about strategic leadership theories and how directors encourage this thinking across their organizations. Participants will receive a link to strategic leadership resources and readings.
Core Competencies: Personal & Professional Qualities; Human Resource Management
Learning Objectives:
  1. Articulate three factors for how strategic leaders stand out.
  2. Identity strategies for gaining strategic thinking skills.
  3. Understand how strategic leadership is used on a day-to-day basis.
Managing/Leading Student Staff; Personal/Professional Development
Learning and Leadership at Our Core 1630
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 11:00am – 12:30pm
  • Tallahassee 1/2/3
  • Victoria Lopez-Herrera, The University of Texas at San Antonio; Nigel Harris, The University of Texas At San Antonio
What steers your department’s student development initiatives? Guided by theory and passion, the University of Texas at San Antonio believes student employees are at the core of the department’s ability to carry out its mission and impact the campus community. Through intentional trainings that cultivate an environment of persistence and success, we prepare our student employees for both personal and professional challenges and opportunities. During this interactive presentation, attendees will be able to identify mechanisms that encourage the development of more intentional activities, programs, and initiatives that also align with departmental mission, vision, and values.
Core Competencies: Philosophy & Theory; Human Resource Management; Personal & Professional Qualities; Research & Evaluation
Learning Objectives:
  1. Describe two student development theories that can guide the creation of activities, programs, and initiatives focused on helping students realize their potential.
  2. Identify a student-focused program, activity or initiative that could be better aligned with your department’s mission, vision, and values and enhanced by student development theory.
  3. List at least two different assessment tools or strategies for assessing student learning and development.
Personal/Professional Development; Managing/Leading Student Staff
The “Why” of Inspirational Leadership 1618
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 1:30pm – 2:30pm
  • Osceola 1/2/3
  • Emmeline Richards, Georgia Southern University
Great leadership begins with “Why.” Why you do what you do? Why do you believe what you believe? Why do you have faith in your mission? The inspirational author Simon Sinek once said, “Starting with ‘Why’ is what leaders do. Leaders inspire.” In this session, attendees will learn strategies to inspire and motivate others. They will discover how Simon Sinek’s Golden Circle model can help them find their “Why” as well as how the model can enhance their current leadership skills.
Core Competencies: Personal & Professional Qualities; Philosophy & Theory
Learning Objectives:
  1. Understand how to use the Golden Circle model to enhance leadership skills.
  2. Identify your “Why” by creating your own Golden Circle.
  3. Learn how to apply Golden Circle leadership strategies to inspire and motivate others.
Personal/Professional Development; Managing/Leading Student Staff
How to Tick Off Your Boss! 10 Steps to Hurting Your Career 1814
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 2:45pm – 3:45pm
  • Osceola A
  • Kenneth Morton, CRSS, Stephen F Austin State University
Learn which traits to avoid and which to embrace. Whether as a student or as a professional, we often act in ways that undermine the impression that we are a valuable and productive team member. Understanding these traits and how to avoid them can benefit anyone at any level and help them better reach their career goals and objectives. Attendees will have the opportunity to share their own experiences with the group.
Core Competencies: Personal & Professional Qualities; Human Resource Management
Learning Objectives:
  1. Learn ten behaviors that are counterproductive to career aspirations.
  2. Self-assess your own behaviors and understand how they can be perceived by others.
  3. Understand how certain behaviors, both positive and negative, can shape a career path.
Research/Assessment; Personal/Professional Development
NIRSA Championship Series Volunteerism: The Impact on Professional Development 1629
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 2:45pm – 3:45pm
  • Sarasota 1/2/3
  • Jacob Tingle, CRSS,Ed.D., Trinity University; Dan Hazlett, Georgia Institute of Technology
In this session, attendees will see the results of a two-part study on how volunteering for the NIRSA Championship Series affects professional development. Is it possible to create a reliable instrument that evaluates the impact of volunteer experiences at NIRSA Championship Series events? Do volunteers at these events measurably improve their job-related competencies and skills? Attendees will be presented with answers to these questions answers that could have implications for how future NIRSA Championship Series events are staffed, how volunteers are selected and trained, and how host sites for these events are selected.
Core Competencies: Research & Evaluation; Philosophy & Theory
Learning Objectives:
  1. Be able to describe how campus recreation professionals who volunteer at NIRSA Championship Series events develop job-related competencies.
  2. Learn how to articulate that numerous factors affect a Series volunteer’s professional development including the sport they volunteered for, their number of volunteer experiences, and the NIRSA region where their volunteer experiences took place.
  3. Be able to discuss how the research findings presented in the session might impact future NIRSA Championship Series events.
Sport Clubs; Personal/Professional Development
Leading Leaders: Developing the Core of Your Sport Club Program 1968
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 2:45pm – 3:45pm
  • Sun C/1/2/3
  • Elise Harvey, University of Georgia; Heidi Potratz, Kennesaw State University; Mandy Madden, University of Notre Dame
Have you considered implementing a leadership development series for your club sport officers or participants? Are you looking for ways to enhance your existing program? In this session, attendees will learn how to cultivate community and campus partnerships, develop leadership workshops, and give students the tools needed to be successful leaders within their clubs and beyond. Examples will come from models currently in place at Kennesaw State University, the University of Georgia, and the University of North Carolina at Chapel Hill.
Core Competencies: Personal & Professional Qualities; Programming
Learning Objectives:
  1. Learn how to plan and implement a leadership development series within your club sport program.
  2. Learn about three different leadership series structures and the benefits and challenges of each.
  3. Identify at least one strategy for using assessment tools to develop and improve a leadership development program.
Personal/Professional Development
The Success Pit 3930
  • 0.1 NIRSA CEUs
  • Tuesday, April 5 • 2:45pm – 3:45pm
  • Sun D/4/5/6
  • Jody Davis, Coastal Carolina University
How do we maintain our focus when our success is derailed or negatively impacted by circumstances that will inevitably occur? And How do we continue to improve and grow when what we have is pretty good? The biggest detriment to tomorrow’s success is today’s success. This presentation will address five specific behaviors that negatively impact a person’s performance. It will also explore how a person gets stuck in “The Success Pit.” Attendees will partner with someone in the room to share pitfalls and identify behaviors that have landed them in “The Success Pit.” They will be presented with three learning outcomes that will help them achieve their desired level of success.
Core Competencies: Philosophy & Theory
Personal/Professional Development; Executive Leadership and Strategic Thinking
Candid Conversations: Graduate Assistantship Edition 1677
  • 0.1 NIRSA CEUs
  • Wednesday, April 6 • 8:00am – 9:00am
  • Miami 1/2/3
  • Erica Estes, James Madison University; Ashford Evans-Brown, Prairie View A & M University; Jenny Rodgers, Clemson University; Jordan Grindeland, Drake University; Leigha Krick, Washington State University; Megan Silvey, Boston College; Parker Anderson, The Ohio State University
The future of our profession is in our graduate assistants. The period of a graduate assistanship is a critical time of personal and professional development for both the graduate assistant and their professional supervisor. In this session, attendees are invited to share the challenges they have faced during this unique transitional learning experience. The session aims to help attendees learn new problem solving strategies to help them deal with the inevitable ups and downs that are a part of a graduate assistantship.
Core Competencies: Personal & Professional Qualities; Human Resource Management
Learning Objectives:
  1. Be able to articulate the challenges you have encountered as a student or professional within campus recreation.
  2. Recognize the common barriers experienced by both the student and professional during the graduate assistant experience.
  3. Be able to identify and explain best practices for overcoming limitations and solving conflicts that arise out of the graduate assistant and supervising professional relationship.
Personal/Professional Development; Managing/Leading Student Staff
The Discomfort Zone: How to Manage Difficult Conversations 1828
  • 0.1 NIRSA CEUs
  • Wednesday, April 6 • 8:00am – 9:00am
  • Osceola 1/2/3
  • Daniel Bettmann, University of Missouri-St Louis; Katherine Birdsall, Illinois State University; Lindsay Helm, University of Dayton
How do I talk to my student who is having a tough time? As their subordinate, how do I approach my boss with a concern? Regardless of the industry, difficult conversations are a commonality we all will experience at one point or another throughout our careers. When working in an energetic and exciting field like recreation, these conversations may come as a bit of a shock for young professionals, and at times are difficult to approach and navigate. This presentation aims to discuss the different types of difficult conversations you may encounter at work, share how different types of personalities will approach those conversations, and provide advice from some experts in the field.
Core Competencies: Human Resource Management; Personal & Professional Qualities
Learning Objectives:
  1. Identify the need for recognizing and fielding difficult conversations as a professional, and understand the different types of difficult conversations you may encounter.
  2. Learn how different personality types may approach or handle difficult conversations.
  3. Learn about research and feedback focused on how to best handle difficult conversations.
Personal/Professional Development
Christian Roundtable Discussion 3145
  • Wednesday, April 6 • 9:15am – 10:15am
  • Miami 1/2/3
  • Reed Clanahan, University of Florida; Abigail Hews, Palm Beach Atlantic University; Gordon Nesbitt, CRSS, Ph.D., Millersville University of Pennsylvania
This session is a guided discussion. We each carry valuable information about how we best deal with our own beliefs while also being surrounded with many individuals who don’t share that in common with us. Our jobs, the University setting, and those around us can present a number of challenges we face on an everyday basis; this session is designed to help us work through some of those challenges as well as build each other up.
Personal/Professional Development; Managing/Leading Student Staff
At the Core of Our Professional Development: Designing Transformational Graduate Assistantships with an Eye on NIRSA’s Core Competencies 1903
  • 0.1 NIRSA CEUs
  • Wednesday, April 6 • 9:15am – 10:15am
  • Osceola A
  • Mark Hoying, University of Dayton
If you currently or hope to one day supervise a graduate assistant in collegiate recreation, this is the session for you! We have reviewed all (200+) of the graduate assistant position descriptions posted to bluefishjobs.com in the 2013-2014 year. We have linked those experiences to the NIRSA professional competencies and cannot wait to share the results! Come along as we discuss trends in these assistantships, how they pair with different degree programs, and most importantly how you can use our findings to better your department, your students, and yourself. We aim to challenge the thought process on how assistantships are designed and demonstrate that two years of experience and a master’s degree in a related field can be the transformational experience that our future professionals need.
Core Competencies: Human Resource Management; Philosophy & Theory; Personal & Professional Qualities; Research & Evaluation
Learning Objectives:
  1. Demonstrate the ability to effectively link a graduate assistant’s work and academic experience to the NIRSA core competencies.
  2. Identify two ways in which a current graduate assistant work and academic experience could be enhanced to better prepare the student for the NIRSA core competencies.
  3. Identify on-campus print and online resources to inform the intentional design of assistantships.
Executive Leadership and Strategic Thinking; Personal/Professional Development
I Want To Be a Director 1659
  • 0.1 NIRSA CEUs
  • Wednesday, April 6 • 9:15am – 10:15am
  • Osceola B
  • Michael Giles, CRSS, Iowa State University; Demond Pryor, University of Toledo; Melissa Longino, University of Dayton; Mila Padgett, University of South Carolina Aiken
Is your professional goal to become a director of a collegiate recreation program? Are you unsure which knowledge, skills, and abilities are required of directors of campus recreation? In this session, a panel of directors who have been in their roles for less than ten years will discuss their respective journeys to becoming leaders at their institutions.
Core Competencies: Philosophy & Theory; Personal & Professional Qualities; Human Resource Management; Business Management
Learning Objectives:
  1. Identify the differences in a director’s role depending on the university or college setting they are in.
  2. Learn which individual strengths, knowledge areas, skills, and abilities are required of aspiring directors.
  3. Have a plan of action for one day becoming a director of campus recreation.
Personal/Professional Development; Student Learning Outcomes
Guided Reflections On Work®: Connecting Work and Academics 1771
  • 0.1 NIRSA CEUs
  • Wednesday, April 6 • 10:30am – 11:30am
  • Sun D/4/5/6
  • JT Timmons, RCRSP, University of Iowa; Brian Baxter, University of Iowa
When meaningful connections between learning in the classroom and learning on the job are made evident employment during college helps contribute to student success. Learn how one university uses Guided Reflections On Work® to improve academic success and student job performance.
Core Competencies: Personal & Professional Qualities; Human Resource Management; Philosophy & Theory
Learning Objectives:
  1. Articulate the benefits of being mindful of the connection between work and academics for student employees.
  2. Learn how to incorporate academic support conversations into everyday interactions with students.
  3. Summarize the Iowa Guided Reflections On Work® initiative and determine if something akin to it could be effective at your institution.