Biography
Sarah Messing began at GVSU pursuing a degree in Marketing and Sustainability, she worked as a group fitness instructor and participated in various areas of campus recreation. Sarah served as the host site coordinator for both the 2025 and 2026 Student Lead On. She sought higher education at BGSU in Sports Administration and accepted the Graduate Assistant for Fitness & Programming. Sarah serves as the ORSA Student Leader and hopes to serve NIRSA in a future career within campus recreation.
Questions & Responses
Describe your personal perspective on the role of collegiate recreation within higher education. In your response, explain how being involved with collegiate recreation has impacted your own growth and development as a student.
Through my experiences in campus recreation, I have developed strong leadership, communication, and organizational skills. Serving as a group fitness instructor, I regularly lead and motivate others with my high energy as well as mentor aspiring instructors to pursue the field. Within my role as a Graduate Assistant, I oversee more than 30 staff members in the fields of fitness and climbing operations. Here I am able to connect individually with students, conduct evaluations, and foster innovation within our team. These responsibilities within many program areas of coverage have strengthened my ability to lead with accountability while encouraging new ideas.
Additionally, I serve as an ORSA student leader, where I organize initiatives and advocate on behalf of students. I just concluded my second year consecutively serving as a Student Lead-On Coordinator at both GVSU and Purdue University. This role was instrumental in developing my communication skills, initiative, and understanding of leadership at the student level. Without this experience, I would not have discovered the importance and level of career opportunities campus recreation has to offer. Witnessing leadership development firsthand inspired my aspiration to become a leader in this field and to serve future generations of students. I firmly believe that providing wellbeing outlets through recreation can positively impact mental, physical, emotional, and social health, and I am committed to advancing that mission within campus recreation.
Share the ways you have been involved with NIRSA (e.g., volunteering, presentations, previous leadership roles, etc.). Explain how these experiences have prepared you to represent and advocate for students in collegiate recreation.
I have worked in the campus recreation field for nearly four years, holding various positions such as Group Fitness Instructor, Fitness Supervisor, Marketing Specialist, Outdoor Recreation Intern, and Event Programming. I currently serve as the Graduate Assistant for Student Recreation Center Fitness & Programming at Bowling Green State University and have had the privilege thus far of assisting in the planning of the 2025 ORSA Conference, hosted at BGSU. Additionally, I served as the Host Site Coordinator for the 2025 Student Lead On Conference and I currently serve as one of the Conference Coordinators for the 2026 Student Lead On Conference. Throughout my involvement with Lead On, I have gained valuable insight into the diverse opportunities available within Region III and have first hand witnessed the dedication of the leadership teams and their commitment to enhancing the experiences of both students and professionals.
Attending NIRSA-associated conferences has further solidified my belief that Region III exemplifies the strongest collaboration among our network. This sense of unity and purpose was a major factor in my decision to stay within the region in my higher education search. My experiences thus far have only deepened my appreciation for NIRSA’s organizational mission, and reinforced my commitment to building a stronger and healthier community through campus recreation.
Within the context of the NIRSA Strategic Plan, what area/item would you say is a major issue students face today? How would you address this issue during your term?
One of the major challenges facing students today is a lack of professional development skills. As a generation that grew up in the rise of technology and experienced the isolation of the COVID-19 pandemic, many students enter professional settings without fully developed knowledge, skills, and attitudes needed to succeed. While increasing competitiveness in the job market has led more students to pursue higher education as a leg up, the mindset of lifelong learning is often underdeveloped. Many students meet only minimum expectations within coursework and responsibilities in the classroom and rely heavily on technological tools. These limit a growth mindset and diminish opportunities for critical thinking and personal growth.
I believe in intentionally incorporating critical thinking skills and a professional development mindset into student experiences as an essential step in long-term success, regardless of a future career in campus recreation. Our industry fosters transferable skills in leadership and management that will benefit all fields post graduation. By emphasizing reflection, accountability, and skill-building, students can develop confidence and adaptability that extend beyond the classroom. I also hope to foster a collaborative community where students and state leaders can openly share ideas, resources, and best practices. By viewing ourselves as part of a connected network, we can leverage collective knowledge to better support student growth and prepare the next generation of leaders.
The Student Leadership Team focuses on student development, and Student Member recruitment and retention. What skills, talents, and perspectives would you bring to the Student Leadership Team that would contribute to this focus?
I bring a combination of strong organizational and leadership skills, along with the personality best suited to foster collaboration and meaningful engagement. Through my experience as both a group fitness instructor and a manager, I have learned how to take ownership of a space, confidently lead diverse groups, and create inclusive social environments. These roles have influenced by abilities to confidently command a room, guide productive conversations, and encourage participation while remaining adaptable to group dynamics.
I also carry skills in facilitating purposeful dialogue, helping teams stay focused while introducing new topics and perspectives that drive innovation. I hope to contribute fresh ideas and insight that reflect the evolving needs of the next generation of campus recreation leaders. By drawing from my prior experiences across multiple program areas, I aim to support collaborative leadership and contribute to forward-thinking discussions within campus recreation.
Describe what role you typically take on a team and how your leadership style will contribute to the Student Leadership Team.
When collaborating with others, I naturally take on a leadership role by organizing workflows and delegating responsibilities. I am intentional about assigning tasks based on individual strengths and skill sets, while also taking ownership of my own responsibilities without placing blame or creating division within the team. I strive for an approach ensuring efficiency and respect.
When challenges arise, I focus on maintaining a calm and solution-oriented environment. I provide guidance that helps teams evaluate situations objectively, consider multiple perspectives, and identify the most effective paths forward. By prioritizing clear communication and conflict mitigation, I support positive collaboration and help teams move toward productive outcomes.
As a member of the Student Leadership Team, you have the opportunity to leave a lasting impact on the field of collegiate recreation. However, we acknowledge and respect that you are a student first. Explain how you maintain a healthy balance between your various responsibilities (student, volunteer, athlete, employee, etc.).
Throughout my collegiate career, I have consistently maintained a strong balance between work and school. While managing various responsibilities such as babysitting, position in campus recreation, volunteer commitments, event coordination, and other leadership roles, I have remained in high academic standing throughout both my undergraduate and graduate programs. These experiences have strengthened my time-management skills, reliability, and ability to prioritize effectively in stress driven situations.
I take great pride in working within campus recreation. This field aligns closely with my interests and values. The high-energy, service-oriented nature of the environment allows me to support others while doing work I genuinely enjoy. I approach every opportunity with gratitude and enthusiasm, I do not take any opportunity for growth for granted.
