scholarly journals NIRSA Championship Series Volunteerism: The Perceived Impact on Professional Development

2018 ◽  
Vol 42 (1) ◽  
pp. 2-17
Author(s):  
Jacob K. Tingle ◽  
Randall J. Griffiths ◽  
Dan Hazlett ◽  
April Flint
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Core Competencies ◽  
Future Research ◽  
Campus Recreation ◽  
Recreational Sports ◽  
Communication Behaviors ◽  
Primary Organization ◽  
Two Phases ◽  
Recreation Professionals

The National Intramural-Recreational Sports Association (NIRSA) Championship Series (Series) has developed into the primary organization for governing extramural/sport club collegiate recreational tournaments. As NIRSA professionals describe it, the Series has also evolved into a platform for professional development. To date, however, no study has attempted to link professional growth and advancement to volunteerism at Series events. As such, the purpose of this study was to examine skills and competencies that could be correlated with volunteering at Series events. Using Astin's Input-Environment-Outcome (I-E-O) model the research team explored the environmental impact of the volunteer experience by collecting data in two phases (prevolunteer experience and 3–4 months after the volunteer experience). Results indicated that campus recreation professionals do perceive themselves to be using effective leadership and communication behaviors and that there are no significant differences in professional development based on the NIRSA region of the tournament. Some gendered differences were uncovered, but it appears that a significant number of volunteers returned to work with higher levels of job-related competencies and important networking connections. Possible implications are discussed, including a Series training program based on NIRSA's core competencies, and areas for future research.

Differences in Employee Perceptions of Entry-Level Competencies of NIRSA Campus Recreation Professionals

2018 ◽  
Vol 42 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Brent Beggs ◽  
Olivia Butts ◽  
Amy Hurd ◽  
Daniel Elkins
Keyword(s):  
Core Competencies ◽  
Human Resources Management ◽  
Employee Perceptions ◽  
Campus Recreation ◽  
Resources Management ◽  
Entry Level ◽  
Upper Level ◽  
Recreation Professionals ◽  
Employee Needs ◽  
Recreation Settings

Core competencies are defined as skills, knowledge, and abilities that an employee needs to be successful in a job. There has been research examining competencies in a variety of professional recreation settings, including campus recreation. Research in campus recreation has confirmed the understanding of the NIRSA Core Competencies: program delivery; philosophy and theory; personal and professional qualities; legal liabilities and risk management; human resources management; facility planning, management, and design; business management; and research and evaluation. The purpose of this study was to examine competencies of entry-level employees in campus recreation departments. More specifically, this study investigated differences in perceptions of entry-level competencies between entry-level employees, mid-level, and upper-level employees in campus recreation departments. There were 466 campus recreation professionals that participated in the survey research and analysis of variance (ANOVA) tests indicated that entry-level employees assign greater importance to specific competencies than employees higher up in the organization.

scholarly journals Exploring NIRSA Championship Series Professional Development Opportunities: Understanding Their Perceived Value to the Association

2016 ◽  
Vol 40 (1) ◽  
pp. 2-20 ◽  
Author(s):  
Jacob K. Tingle ◽  
Dan Hazlett ◽  
April Flint
Keyword(s):  
Professional Development ◽  
Organizational Citizenship ◽  
Future Research ◽  
Campus Recreation ◽  
Citizenship Behaviors ◽  
Leadership Communication ◽  
Lifelong Learner ◽  
Semistructured Interviews ◽  
Recreation Directors ◽  
And Training

The NIRSA Championship Series (Series) is a significant component of NIRSA: Leaders in Collegiate Recreation (NIRSA). Demonstrated, in part, by the fact that many campus recreational professionals contend the events directly relate to both their institution and the association's mission. The purpose of this study was to gain an understanding of how NIRSA professionals perceive the value of volunteer experiences at Series events. The research team conducted semistructured interviews with thirteen campus recreation directors. The participants had a median of 28 years in the profession, ( SD = 7.4), and represented all six NIRSA regions. In describing the benefits of volunteerism at Series events, the directors identified three broad themes, each with numerous subthemes: Personal Experience (Lifelong learner, Mentors, and Networking), Professional Development (Teamwork, Leadership, Communication, and Training), and Ideal Job Characteristics (Attitude and Organizational Citizenship Behaviors). The themes, subthemes, and implications for Series events are discussed. In addition, the authors present suggestions for future research.

scholarly journals Developing Professional Pedagogical Competency of Lecturers in the Leading EU Countries

2018 ◽  
Vol 8 (4) ◽  
pp. 7-13
Author(s):  
Tetiana Horokhivska
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Core Competencies ◽  
The European Union ◽  
Important Place ◽  
Eu Countries ◽  
Basic Competencies ◽  
Legal Foundations ◽  
The Uk ◽  
High Level

Abstract The article deals with the trends in developing professional pedagogical competency of lecturers in the scientific and educational space of the leading EU countries. Specific attention is paid to the analysis of the approaches to determining core competencies required for professional growth, as well as components and criteria for developing professional pedagogical competency in the education systems of the UK, Germany, France, Austria, the Netherlands, Dennmark, Finland. It is highlighted that despite the availability of relevant documents in an integrated Europe, which contain the conceptual framework for acquiring core (basic) competencies, the terms and their criteria differ in each country. It is indicated that in the European Union there is no single approach to understanding the essence, ways and methods for shaping and developing professional pedagogical competency. It is specified that professional pedagogical competency occupies the most important place among the main competencies of lecturers since it is directly related to the performance of professioal duties. It is clarified that when defining the essence of professional pedagogical competency the EU experts pay considerable attention to such qualities of lecturers as the ability to independently solve complex tasks, acquire new knowledge and skills, have a positive view of one’s own personality, fruitfully communicate with students and colleagues. It is concluded that the current research made it possible to prove a clear orientation of these countries’ state policy towards developing the potential of lecturers, the availability of legal foundations required to ensure support and integrity of lecturers’ professional development, a high level of organization and methodical support of the programmes for lecturers’ professional development, which are characterized by clear goals and expected outcomes.

Recreating Retention

2010 ◽  
Vol 34 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Jill Moffitt
Keyword(s):  
Leadership Development ◽  
Student Satisfaction ◽  
Future Research ◽  
Campus Recreation ◽  
Intramural Sports ◽  
Significant Difference ◽  
Collegiate Experience ◽  
Recreation Participation ◽  
Recreation Professionals ◽  
College Senior

The primary purpose of this study was to examine the relationship between participation in intramural sports and student satisfaction with the collegiate experience. In addition the study investigated differences among users of the program and amount of participation in regards to perceptions of student satisfaction. The study also introduced the Campus Recreation Participation Ladder as a heuristic model specific to campus recreation professionals (CRPL). The instrument used for testing the research questions was the College Senior Survey, developed and supplied by the Higher Education Research Institute (HERI). Scales were created for analysis of the data and were found to be reliable with a Cronbach's Alpha calculation of at least 0.7 for each scale. The results of the study indicated that there was a significant difference between users and nonusers regarding perceptions about satisfaction with academic life and satisfaction with campus life participation. No significant difference between users and nonusers was found on the scales of leadership and happiness, suggesting that participation in intramural sports has limited or no effect on a student's satisfaction with leadership development opportunities and overall happiness. Satisfaction levels of users based on the amount of participation were approaching significance and warrants further investigation. Implications of the results on the use of the CRPL are discussed and further suggestions for future research are listed.

Best Practices in Student Development for Campus Recreation Professionals

2011 ◽  
Vol 35 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Lauren Toperzer ◽  
Denise M. Anderson ◽  
Robert J. Barcelona
Keyword(s):  
Best Practices ◽  
Student Development ◽  
Vital Role ◽  
Campus Recreation ◽  
Recreational Sports ◽  
Vice Presidents ◽  
Web Based ◽  
Student Employees ◽  
Recreation Programs ◽  
Recreation Professionals

Student employees play a vital role in the leadership and delivery of campus recreation programs. Therefore, campus recreation professionals have a unique opportunity to contribute to their development. The purpose of this study was to identify best practices for effective student development in campus recreation programs affiliated with the National Intramural Recreational Sports Association (NIRSA). Data were collected using the Delphi technique via a web-based survey. A panel of experts including five of the 2009 Regional Vice Presidents of the NIRSA organization, as well as five campus recreation professionals from each region chosen by the Regional Vice Presidents was asked to participate. Panel members advocated five general best practices and 21 specific best practices. The five general best practices were leadership opportunities, performance assessment, training and orientation, personal relationships, and professional development. The results provide a framework that campus recreation professionals can use to enhance student development of their employees.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

Nurse Burnout in Hospice and Palliative Care: A Scoping Review

2021 ◽  
pp. 105413732110398
Author(s):  
Erica Frechman ◽  
Patricia M. Wright
Keyword(s):  
Professional Development ◽  
Palliative Care ◽  
Scoping Review ◽  
Future Research ◽  
Self Awareness ◽  
Personal Factors ◽  
Workplace Issues ◽  
Mitigating Factors ◽  
Hospice And Palliative Care ◽  
Nursing Professional

Burnout in hospice and palliative care nurses is a growing issue, especially in light of the COVID-19 pandemic. However, few studies have focused specifically on burnout in this population. A scoping review was undertaken to identify what is known about burnout among hospice and palliative care nurses, and to unify disparate findings. Analysis of eight articles revealed three overarching categories: personal factors, organizational/workplace factors, and nursing professional development factors. Each category was then divided into three cross-cutting subcategories: contributory and noncontributory factors, mitigating factors, and workplace issues. Recommendations for individuals include self-care as well as self-awareness of intrinsic characteristics that can predispose one to burnout. Within the workplace, leaders are challenged to support evidence-based practice and ongoing education. Role modeling positive communication skills, effective conflict mitigation, responsiveness, promotion of equity, and workplace commitment also help to create a culture of wellness. Nursing professional development may aid in resilience-building, and promotion of self-efficacy, self-confidence, and assertiveness. Although all identified recommendations were derived from the literature, no interventional studies have been conducted to test the effects of suggested interventions. Future research should include interventional studies as well as qualitative research to capture nuanced experiences of burnout in hospice and palliative care nurses.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

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